Are Orientation and Mobility Specialists Prepared to Train Orientation and Mobility Assistants?

The demand for Orientation and Mobility (O&M) Specialists has grown significantly over the years, yet the shortage of trained professionals remains a major challenge. To bridge this gap, Orientation and Mobility Assistants (OMAs) have been introduced as a potential solution. However, history has shown that training OMAs has not been as successful as hoped. This raises a critical question: Are O&M Specialists truly prepared to train O&M Assistants effectively?

The History and Challenges of O&M Assistant Programs

The concept of Orientation and Mobility Assistants dates back to the 1960s when it was believed that 500 O&M specialists would be sufficient to meet the needs of individuals with visual impairments in the United States. As demand increased, various efforts were made to implement assistant programs. However, these attempts encountered several obstacles:

1. Lack of Funding & Institutional Support – Many school districts and agencies lacked the resources to hire full-time O&M assistants.

2. Training Limitations – Past training models, such as university-based credit programs, failed due to lack of bandwidth within academic institutions.

3. Limited Scope of Practice – OMAs can reinforce basic skills but are not qualified to teach advanced outdoor mobility techniques, making their role difficult to justify.

Despite these challenges, the need for an efficient, scalable training model remains stronger than ever.

The Current Barriers to Training O&M Assistants

While some Certified Orientation and Mobility Specialists (COMS) have been trained to prepare OMAs, a 2020 national survey revealed that only 110 specialists participated, indicating a lack of widespread adoption. The biggest barriers include:

• Increased Workload on O&M Specialists – Evaluations, paperwork, and direct student instruction already demand significant time and effort.

• Lack of Incentives for O&M Specialists – Without clear benefits, many specialists are not motivated to take on additional training responsibilities.

• Need for a Standardized Training System – While 75% of surveyed specialists believe paraeducators can assist in reinforcing skills, there is currently no formalized or standardized system in place to train and support them effectively.

Proposed Solutions and Best Practices

To create a successful O&M Assistant program, a structured and sustainable training approach is essential. The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) has proposed a Paraeducator in Orientation and Mobility Model, which aims to:

• Utilize Existing Paraeducators – Instead of hiring dedicated O&M assistants, schools can train paraeducators already working with visually impaired students.

• Define Clear Role Responsibilities – Paraeducators can reinforce indoor mobility skills, such as human guide techniques and spatial awareness, under O&M specialist supervision.

• Standardize Training & Support – Developing a comprehensive curriculum and ongoing professional development will ensure consistency across programs.

The Future of O&M Training

To truly prepare O&M Specialists to train Orientation and Mobility Assistants, systemic changes must be implemented:

1. Time Management Strategies – Specialists need dedicated time for training OMAs without sacrificing direct student instruction.

2. Institutional Buy-In – Schools and agencies must recognize the value of well-trained OMAs and provide appropriate funding.

3. Technology Integration – Virtual training modules and standardized assessments can streamline the training process and increase accessibility.

There’s no doubt that Orientation and Mobility Assistants can help bridge the gap in services, but their effectiveness depends on how well O&M Specialists are prepared to train them. Instead of viewing OMAs as a one-size-fits-all solution, we need to focus on structured training, clear role definitions, and institutional support to make their role truly valuable.

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