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sensors placed in various locations, and then they are translated into sound based on their
proximity and direction.

Movement through music therapy. As previously mentioned, the manipulation of
music’s metrical structure helps promote purposeful movement by allowing students to move to
the contrasting tempos set by the teacher. However, further research has disclosed a compelling
increase in spatial-temporal and kinematic parameters for those with visual impairments who
maneuver their surroundings with canes at the beat of an auditory external stimulus as indicated
in Coleman (2017). This is significant because the patterns of sensory enhancement, stimulations
from external auditory forms, and other movement-influencing dynamics aid in maximizing
movement through musical feedback.

Movement through Orientation & Mobility song creation. Despite the importance of
advocating purposeful movement in children with visual impairments, there are other
fundamental components that need to be developed as well in order to establish a strong
foundation around orientation and mobility. Orientation and mobility enables students to possess
a better understanding of where they want to go and how to get there in a safe and independent
manner. When children with visual impairments are learning orientation and mobility, Sapp
(2011) addresses the need for them to exercise other concepts and skills as well such as
movement skills, sensory skills, positional concepts, cognitive concepts, and body parts. With
that said, these concepts and skills can be taught when incorporated into music because it allows
for the reiteration of words and patterns. When doing so, it is crucial to consider the number of
concepts and skills that are being incorporated so as to refrain from overwhelming the students
with information. An effective model of this was introduced by Sapp (2011) in the form of the
song “The Hokey Pokey” in which students were introduced to concepts of body movements as

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