This project aims to challenge some commonly held misunderstandings and lack of public knowledge related to orientation, mobility and independence for young learners with a severe visual impairment in full time education. Too often adults will take charge of a situation and those who are over-helpful can deprive the young learner with visual impairment of opportunities to be the ’driver’ and achieve tasks independently. Consequently learners may not have the 'know-how', motivation or confidence to ask for appropriate help. Young learners may become passive passengers through learned helplessness. Through data collection by literature review, questionnaires, interviews, case studies and reports of good practice, this project will provide appropriate strategies to avoid learned helplessness occurring. The project aims to provide easily accessible information to:- provide appropriate, relevant information to raise the awareness of parents/family, carers and educational professionals of their role in supporting and assisting the learner who is visually impaired in the area of developing core essential conceptual skills required to understand that the environment is complex and constantly changing. In addition, to allow the young learner to make full use of information that can be gained through use of remaining vision and the other senses.- challenge and contribute to the ending of the inconsistent use of recognised Orientation & Mobility and Independence terminology by producing a glossary of standardised terminology and definitions for use by pupils, staff, parents and all.- combat a lack of knowledge and awareness of environmental features and potential hazards for a child with a visual impairment.