What is Structured Discovery Training

The name Structured Discovery was first applied to the teaching of orientation and mobility (cane travel) in 1984 and was trademarked as Structured Discovery Cane Travel (SDCT®) in 2009. The methods and principles that undergird Structured Discovery; however, come from the lived experiences of men and women who are blind, and who have shared their experiences, attitudes, and techniques with each other through the organization of the National Federation of the Blind (NFB) since 1940. Structured Discovery Training SDT is now a unique instructional service that is used to teach independence to individuals who are blind in a meaningful, robust, and life-long manner. SDT instructional services consist of non-visual techniques, problem solving strategies, experiential learning, and confidence building experiences. SDT relies heavily on Socratic questioning, (i.e., the asking of strategic questions to guide the learner in solving the problem), and the role modeling of non-visual techniques, which demonstrates their effectiveness while correcting misconceptions about blindness. These teaching strategies are used across all adjustment categories, including cane travel, Braille literacy, home management training, computer/access technology, wood shop, and seminars and other activities which focus on coping with blindness, and confronting attitudes about blindness. Structured Discovery, therefore, describes a unique rehabilitation teaching service, substantially and recognizably different from conventional/traditional approaches of teaching individuals who are blind/visually impaired.

Since the trademark of Structured Discovery Cane Travel, the evolution and expansion of the Structured Discovery Training model has grown and expanded to describe this unique teaching model. It is applicable across the scope and span of teaching individuals who are blind the skills of independence. In 2019, six (6) residential training facilities operate under the Structured Discovery Training (SDT) model, with several more seeking this designation. Beyond cane travel itself, the term “Structured Discovery” is codified within the scope of “Structured Discovery Training (SDT” and is branded as such. Only individuals who are sanctioned through either Structured Discovery Incorporated, or through the National Blindness Professional Certification Board (NBPCB) can legitimately be considered to be operating under Structured Discovery Training methods and principles. Therefore, the brand or trademark of Structured Discovery Training (AKA, SDT) and/or all its forms, is granted only to those who operate under the scope of SDT practices as defined by Structured Discovery Incorporated or the NBPCB.

Structured Discovery strategies include:

  • Non-visual Skills. Where ever sight is absent or faulty, non-visual techniques should be used. Non-visual skills are equal to their sighted counterpart, and are transferable across environmental situations. Non-visual skills are reliable and stable over time.
  • Problem Solving. Because the world is visually oriented and ever-changing, the blind person must be taught to think critically, strategically, and derive answers to unique problems. The SDT principles, coupled with discovery learning provide the foundation necessary to promote critical problem solving.
  • Personal Attitudes. Every aspect of skill training must be in support of fostering positive attitudes. Whereas teaching techniques are similar across rehabilitation approaches, the SD methods infuse lessons about attitudes that empower greater confidence, self-esteem, and hope.
  • Public Misconceptions. The largest environmental barrier facing blind people is public misconceptions and low expectations. Every aspect of rehabilitation should include problem solving, advocacy, and support networks to combat misconceptions and lowered expectations. Every opportunity should be taken throughout rehabilitation to examine public attitudes, low expectations, and strategies for overcoming those barriers.
  • Giving Back. A fundamental component of rehabilitation is a person’s learning that he/she can contribute to the world in a meaningful way. Equally as important as skills training, blind persons must be given opportunities to give of their time, talent, and heart to help others.

Fully understanding and teaching under Structured Discovery methods and principles takes years of concerted training, dedication, and the proper perspective in understanding blindness and the capacity of individuals who are blind.

The Five Core Pillars of Structured Discovery Training represent a synthesis of principles that have emerged through decades of blindness rehabilitation practice, the philosophy of the National Federation of the Blind, and the work of leaders and scholars within the Structured Discovery tradition. While the framework presented here is intended as an organizational model for understanding Structured Discovery Training, the concepts themselves are rooted in a broader body of literature and practice developed over many decades.

Readers interested in exploring these concepts in greater depth may wish to consult the following foundational works:

  • Jernigan, K. (1993). The Nature of Independence.
  • Omvig, J. H. (2002). Freedom for the Blind: The Secret Is Empowerment.
  • tenBroek, J. (1954). The Right to Live in the World.
  • Schroeder, F. K. (2006). Save the Fire. Braille Monitor, 49(8).
  • National Federation of the Blind. Historical publications, speeches, convention proceedings, and other writings concerning blindness philosophy, equality, and self-determination.

    • Citation for this article:
    Bell, E. (2010). What Is Structured Discovery Training?