# PWR-093 — Wayfinding: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 9 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — Instructor-approved short route with named start, destination, decision points and safe pause places.; Usual mobility and navigation aids, charged device if used, emergency contact method and route card.; Record for arrival, errors, assistance, time, cue use, recovery and symptoms. Space: Open movement area Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Wayfinding is reaching a destination while monitoring position and recovering from error. A qualified orientation-and-mobility instructor or other appropriate professional selects a route, preserves the learner’s aids and controls traffic, fall and getting-lost risk. The learner learns to preview the route, recognise decision points, confirm landmarks, use aids, execute a recovery rule and debrief errors. Target outcome: With qualified supervision, the learner travels one declared route and reaches the destination while correctly identifying every decision point and using the agreed recovery plan when a cue is missing. ### Authority and setup conditions - The instructor checks route conditions, weather, lighting, access, construction, traffic and safe withdrawal points. - Confirm destination, route boundaries, aids, communication method, emergency contact and who can stop. - Agree a lost-position rule: stop in a safe place, orient, check one trusted cue, then contact the named person if position remains uncertain. ### Required or supplied materials - Instructor-approved short route with named start, destination, decision points and safe pause places. - Usual mobility and navigation aids, charged device if used, emergency contact method and route card. - Record for arrival, errors, assistance, time, cue use, recovery and symptoms. ## 1. Define arrival Name the exact destination and observable arrival cue, not just a general area. Why: A precise endpoint prevents a near arrival from being mis-scored as success. Success check: The learner can describe the destination and final confirming cue. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner can describe the destination and final confirming cue.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Preview the route spine With the instructor, identify start heading, major segments, decision points, landmarks and safe pause places. Why: A route spine reduces memory load while preserving critical decisions. Success check: The route card lists each decision in order. Accessible alternative: A spoken or tactile version of “With the instructor, identify start heading, major segments, decision points, landmarks and safe pause places.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Wayfinding. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The route card lists each decision in order.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Assign cue and action For every decision point, state the cue, action and confirmation: for example, tactile paving, turn left, then confirm the wall edge. Why: Cue–action–confirmation pairs expose a missing or ambiguous instruction. Success check: Each point has all three elements. Accessible alternative: A spoken or tactile version of “For every decision point, state the cue, action and confirmation: for example, tactile paving, turn left, then confirm the wall edge.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Wayfinding. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Each point has all three elements.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Travel with aids Move at the instructor-approved pace using usual aids. Say or signal each landmark and decision before acting. Why: Overt confirmation lets the instructor correct route reasoning without removing support. Success check: The learner identifies each decision before acting, keeps the declared aids in use and takes no turn or crossing that the instructor has not authorised. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner identifies each decision before acting, keeps the declared aids in use and takes no turn or crossing that the instructor has not authorised.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Use the recovery rule If a cue is absent or conflicting, stop at the agreed safe place, orient, check one trusted cue and seek help if still uncertain. Why: Continuing while uncertain compounds position error. Success check: No guessed turn is taken and the help route is used when required. Accessible alternative: A spoken or tactile version of “If a cue is absent or conflicting, stop at the agreed safe place, orient, check one trusted cue and seek help if still uncertain.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Wayfinding. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “No guessed turn is taken and the help route is used when required.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Confirm arrival and debrief Use the declared arrival cue, then review wrong turns, hesitation, device prompts, assistance and environmental changes. Why: Arrival alone can hide unsafe errors or heavy support. Success check: The record includes arrival plus process, assistance and near misses. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The record includes arrival plus process, assistance and near misses.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest under instructor control Repeat after delay or from a changed start only when the instructor approves, changing one feature at a time. Why: A controlled change tests transfer without silently increasing route risk. Success check: The new route feature and supervision level are explicit. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The new route feature and supervision level are explicit.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.