Abstract
Transition programs for students with vision impairment require the facilitation of more than navigational orientation and mobility (O&M)skills. Facilitating the student with vision impairment to interpret and gather information about the socio-cultural and learning spaces of the new school is a key component of regional O&M specialist programs. Transition from a primary to a secondary school campus separated by approximately 800 km (490 miles) requires a re-imagining of O&M. The authors discuss the development and trial of an innovative transition program for one student with low vision from Far North Queensland.
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