Sadie: A Case Study

Sadie is a four-year old diagnosed with a cortical visual impairment (CVI). She is legally blind and attends a separate setting preschool class for students with VI housed within a local elementary school. The elementary school has a community garden that is available for all classes to use on a sign-up basis. Sadie’s class visits the garden every Thursday. Sadie also receives occupational therapy services once a week. On occasion, her OTP supports Sadie while her class visits the community garden.

This week it is Sadie’s job to water three large potted plants. Her OTP shows her where the watering cans are located. The shelf has a large foam sticker in the shape of a water drop under the watering cans (Compensatory Access). Sadie practices finding them by herself by feeling along the shelf (O&M, Sensory Efficiency, Career Development).  Then Sadie learns how to fill the watering can without overflowing by placing one finger inside (ILS). Sadie discovers that she has to use strong muscles to lift the full watering can compared to the empty watering can (Sensory Efficiency).

While trying to carry the watering can and use her adapted mobility device (AMD), Sadie has trouble holding both. She needs to ask the OTP to provide human guide so she can safely travel and carry the watering can (Self Determination). Sadie successfully reaches the potted plants she must water, and the OTP shows her how to feel for the edge of the pot with one hand so she can guide the watering can to the correct location (ILS).

Sadie has successfully completed her job, and now has free time to explore and play in the garden! She tells her OTP that she hears her friends near a fountain, and would like to find them. Her OTP provides assistance as needed while she navigates with her AMD to her desired location (O&M and Sensory Efficiency). Before entering the group of children, Sadie and her OTP practice how to announce her presence and ask if she can join the game (Social Interaction Skills). Sadie also practices how to ask who is present in the group (Self Determination). Sadie then joins in the game with her classmates (Recreation and Leisure and Social Interaction Skills).