Introduce self-advocacy skills

• request that other students or teachers avoid pushing or pulling them if human guide is needed

• ask for help if needed

Learn about eye conditions in an age-appropriate way, so they can explain to friends why they might need certain accommodations

Introduce problem solving activities to facilitate divergent thinking

Use self-regulatory activities either sensory or through programs like the “Alert Program” or “Zones of Regulation”

Continue age-appropriate education about their diagnosis

Encourage understanding of needed accommodations and help students learn to request what they need

Support students’ O&M independence by helping them advocate for others to use correct techniques if human guide is needed

Develop independent self-regulation and also provide activities to develop divergent thinking skills.

Students should be learning what accommodations they require and requesting these as needed

Advocating for correct O&M technique may be required

Students should continue to address self-regulation as needed

Continue to provide problem-solving tasks to develop divergent thinking skills

Students should be independently requesting school-based accommodations and advocating for correct human guide technique if needed

Learning about various accommodations that may be indicated in a work place or at college will be essential to allow for independent advocacy as they plan for and explore different work environments or university experiences

Continue to develop divergent thinking skills in a wide variety of situations and settings will help with independence after graduation

All IEP team members