Evaluation and Training of Basic and Initial Techniques for Probing Cane Use in School Environments1

ABSTRACT: The aim of this study was to evaluate a program for training basic probing cane techniques in the school environment. A 13-year-old female student with congenital blindness enrolled in the 1st grade of Middle School participated in the study. The instruments used were the evaluation protocols of the basic orientation and mobility techniques. The evaluation took place in three environments: corridors, classroom and schoolyard, and the quasi-experimental design consisted of pretest, intervention and posttest. The analysis was quantitative for the student’s performance and, in the intervention, it was qualitative for the choice of the teaching strategies. The results of the pretest indicated that the student had no difficulty in performing the basic behaviors of the proposed techniques, but failed to perform those that are specific, which were the focus of the training. The teaching strategies were explanations, instructions and presentation of kinesthetic models. Posttest results pointed out that the student was able to perform most behaviors of all techniques in all environments. It was concluded that the training program was successful due to: the quasi-experimental study type that objectively allowed the evaluation of behaviors; registration and filming forms, which ensured control of the teaching process; the teaching strategies employed; teaching and training focused on the blind student’s natural environment. Two points were identified as necessary to improve the use of the techniques: the type of clothing, the accessories, the student’s shoes and the training time.

摘要：本研究旨在评估一套面向校园环境的基本探路盲杖（probing cane）技术训练方案的应用效果。本研究招募了一名就读于初中一年级的13岁先天性失明女学生作为研究对象。本次研究采用的评估工具为基本定向与移动（orientation and mobility）技术评估方案。评估在走廊、教室及校园三个环境中开展，准实验设计包含前测、干预及后测三个阶段。针对学生的表现采用量化分析方法，而针对教学策略的选择则采用质性分析方法。前测结果显示，该学生能够顺利完成所提技术的基础动作，但无法完成作为本次训练核心的专项动作。本次研究采用的教学策略包括讲解、指令指导以及动觉模型（kinesthetic model）演示。后测结果表明，该学生已能够在所有测试环境中完成绝大多数技术动作。本研究最终得出结论，本次训练方案取得成功的原因包括：采用准实验研究类型，可客观开展动作行为评估；通过登记与拍摄记录表实现教学过程的全程管控；所选用的教学策略得当；以及教学与训练贴合视障学生的真实校园环境。研究同时明确了两项需优化技术应用效果的改进方向：一是学生的着装类型、随身配饰与所穿鞋具，二是训练时长。