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Abstract: Despite advances in the professional areas of orientation and mobility, processes of spatial learning and orientation are not well understood, and the benefits of existing teaching techniques vary widely from client to client. Wayfinding is mediated by mental processes through which travelers learn the spatial layout of a locale, update their own positions relative to their surroundings, and apply general spatial concepts to particular travel situations. In this article we describe these three components, describe what is well known about each and what we need to know to improve professional practice, and provide a detailed description of three experiments which are focussed on the use of one component (spatial updating) by early-blinded, late-blinded, and sighted adults.
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