Compensatory Access

This area ensures that students have access to academic content. This may include using various learning media (Braille, large print, audio), as well as organizational systems or other needed accommodations.

Many times, the recommendations for this type of access are derived from either the Learning Media Assessment (LMA), the Functional Vision Assessment (FVA), an Assistive Technology Assessment, or any combination of these three assessments.

Perkins Braille writer

    • Children need to develop the fundamental skills to access compensatory strategies such as braille or keyboarding

    • Introductory skills to target include:

      • tactile discrimination (e.g., tactile matching game using common objects or textures)

      • fine motor strength and coordination (e.g., finding items in theraputty, lacing cards, exploring the Brailler)

      • use of functional vision

    • Continue working on tactile discrimination, fine motor strength and coordination, and use of functional vision

    • Learn to identify preferred compensatory access (Self-Determination)

    • Introduce assistive technology that may benefit access to academic materials (tablet, computer use, magnifiers such as a Jupiter, screen readers such as NVDA, JAWS or Fusion)

    • Instruction in Braille, if indicated, should be completed by the TVI or specific Braille instructor

      • OT can support the use of this by incorporating tactile discrimination tasks, and Braille typing activities into interventions just as one would work on handwriting

      • Here is a short article from Perkins School for the Blind that gives a brief description of how the Braille cell works

      • It is not necessary to be a Braille expert to support the use of this skill!

    • Focus shifts to independent use of materials needed to access academic work

    • Students should begin independently request accommodations, and use them with support as needed (Standard and Occupational Course of Study)

    • Students in the Extensions pathway will also require accommodations, but the level of support may vary based on student capability

    • OT support may shift to advocacy for the student and education to the teacher. Direct support may still be indicated depending on the student’s needs

    • As academic demands increase, OT can also focus on access to organizational accommodations such as keeping track of homework and long-term assignments

    • Expose students to work place accommodations that might be necessary

    • These might be similar to school (e.g., lighting, AT, organizational strategies)

    • Teacher of the Visually Impaired

    • General Education Teacher

    • Special Education Teacher

    • Braille Specialist

    • Speech Language Pathologist

    • Orientation and Mobility Specialist

    • Assistive Technology Specialist

ECC Activities