MM:5 Orientation and mobility – moving towards independence: the early years
Bibliographic record
Abstract
Vision along with all the other senses, pulls together meaningful information about the environment, providing motivation to experience the world. However, children with visual impairment have limited opportunities to interact in their environment. This potentially leads to delays in concept development. Early orientation and mobility education provides strategies to overcome obstacles in the presence of limited vision. Orientation is being aware of where you are, where you want to go and how you want to get there. Mobility is moving from place to place. With support, children with visual impairment can develop these independent skills. Through this DVD, caregivers are given tools to support their child with visual impairment to explore their environment. The material highlights strategies to encourage early orientation and mobility skills by introducing early motor developmental progression from body positioning to walking, encouraging motor skills. In addition, common orientation and mobility skills such as; positional concepts, landmarks, trailing, body protection, guiding, push toys, and mobility cane, are provided. In response to community needs, this educational material was developed for families, early childhood developmental professionals, and therapists. The material is presented chronologically, focusing on the individual child's ability. By using real life examples, children with varying degrees of visual impairment demonstrate common strategies to explore their environment. After reviewing the material, caregivers will be better able to understand the importance of early orientation and mobility. Acknowledgements: Ministry of Children and Family, British Columbia BC Children's Hospital Foundation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.210 | 0.038 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".