Development of an Orientation and Mobility Simulation Room for Visually Impaired Children to Prepare for Mobility in Real-World Environments

Abstract

Conventional orientation and mobility (OM) training for visually impaired children often takes place directly in high-risk public areas, whereas existing aids—such as static tactile maps or VR simulators—fail to integrate the kinesthetic and haptic feedback derived from cane tapping and foot contact. This study aims to synthesize concepts regarding adaptive OM simulation spaces, identify effective physical replication components, and formulate theoretical recommendations for special education practitioners. A systematic literature review design adhering to PRISMA protocols was employed. Literature searches were conducted across Scopus, SINTA, Google Scholar, and Portal Garuda databases covering the period from 2016 to 2026. Data analysis utilized Braun & Clarke’s six-phase thematic analysis method. The findings indicate that OM simulation spaces must integrate three key components: haptic elements (tactile paving, texture variations, inclines, and declines), auditory elements (environmental sound sources and sound reflections), and kinesthetic elements (elevation changes and path width variations). The study concludes that adaptive OM simulation spaces serve as an effective intermediary environment between classroom instruction and high-risk real-world settings. Recommendations encompass minimum simulation space components, phased usage procedures, and integrated evaluation methods.