Sensory Efficiency

Students develop available vision, as well as enhance the use of other senses for optimal function.

It is important to identify the vision diagnosis. If some vision is present determine the recommendations for its use. This is important to avoid eye fatigue, but also to encourage use as possible if CVI is present.

The tactile matching game illustrated here is an example of fun way to develop tactile discrimination.

Tactile matching game

    • Target fine motor skills, tactile discrimination, visual motor and perception (if possible) through games

    • Develop the auditory sense

      • use a beeping ball or egg to play catch by rolling back and forth or to hide and ask the student to find

      • games such as Marco Polo are another way to develop the auditory sense

    • Work with the adapted PE teacher or PT to help facilitate body awareness, gross motor skills, and improved proprioception

      • try different types of playground equipment

      • child-friendly yoga

      • obstacle courses

      • relay races

      • adapt typical preschool games and activities to integrate students with VI and their sighted peers

        • this is one of the best ways to help them use available sensory systems to participate in everyday games and activities

    • Ensure that all functional vision assessment (FVA) recommendations are being met including use of:

      • Braille materials

      • correct size large print

      • contrasted materials

      • declutter desk and other classroom areas as needed

    • Provide environmental modifications (e.g., sitting close to the teacher or board, adjusting lighting)

    • Implement use of recommended AT to address sensory efficiency and also compensatory access

    • Continue to incorporate tactile discrimination, auditory processing, visual motor and perception, as indicated, proprioceptive and gross motor skills into activities and games

    • Encourage awareness of sensory strengths, and identify areas in which they may need to advocate

      • e.g., if they need to sit close to the front in their classes, OTPs should support and identify this, but the student should start asking for this accommodation as well

    • Students should continue to refine use of other senses to complete age-appropriate tasks, and learn about accommodations that may be helpful based on their sensory strengths

    • Accommodations may be in the form of AT, or other adapted equipment used for ILS tasks, Career Development, Compensatory access, or O&M

    • Continue to refine and identify age-appropriate tasks to help students engage in preferred tasks

    • New areas of development might include sports activities, career or job tasks, new recreation and leisure activities or hobbies

    • Teacher of the Visually Impaired

    • Orientation and Mobility Specialist

    • Speech Language Pathologist

    • General Education Teacher

    • Special Education Teachers

    • Physical Therapist

    • Adapted PE teachers