Thursday, December 24, 2009

Developing a WiiCane curriculum

Developing a WiiCane curriculum; the biomechanics and other aspects of travel that can be detected and that can be influenced by automated feedback.

I reviewed the two classic texts below to compile this list as the beginning of developing an official curriculum for developing and using the WiiCane.

Skills so far tested:
- veering reduction
- cane arc width and coverage, stationary
- cane arc width and coverage, ambulating

Skills that might be developed, orientation:
- proprioception, rotating by degrees: e.g. turning 90 degrees, turning 180 degrees
- using compass directions
- using lateral directs
- interpreting kinesthetic feedback
- consistent forward movement
- adjusting line of travel from a shoreline with two adjustments
- identifying object materials

Skills that might be developed, cane articulation:
- two-point touch technique – arc apex height
- two-point touch technique – in-step
- two-point touch technique – in rhythm
- touch and slide technique
- touch and drag technique
- shortened touch technique
- three-point touch technique
- diagonal cane position
- hand centeredness (mid-sagittal plane)
- wrist role

Hill, E., & Ponder, P. (1976). Orientation and Mobility Techniques: A Guide for the Practitioner. New York, NY: American Foundation for the Blind.

Jacobson, W. H. (1993). The Art and Science of Teaching Orientation and Mobility to Persons With Visual Impairments New York, NY: American Foundation for the Blind.


sl said...

Please see my latest post for a response.

sl said...

Gene, this is a great start. It is very helpful to see a complete list of the categories of cane skills that O&M teaches. Now that know in general the kinds of movements that can be measured with our current apparatus, we need to be looking at an overall curriculum that could potentially be delivered using the WiiCane as an interactive instructional system.

In looking at the list of skills customarily included in O&M training (according to the text books you have consulted), it appears that some skills will be quite easy to teach using our system, while some others could be hard to accomplish, with the rest probably impossible or at least impract