Connecting Vision and Compensatory Skills


For my student, the personal identifier needs to be visually accessed on his left side, slightly above eye level.

I chose the red, furry fabric as his 3D personal identifier after assessment using the CVI Range (Roman-Lantzy). The personal identifier is attached with Velcro so it can be removed and moved closer to this child. I can create movement to draw his visual attention. This student looks most reliably at the color red, to movement against a non-complex background, to materials within 12-18” and I know, from assessment, that he can’t access flat 2D pictures or icons. This personal identifier appears on all of this student’s belongings and locations (ADL box, locker, calendar system, etc.).

To approach his locker, he is positioned so the lockers appear on his better left side. Two identical personal identifiers are placed on his locker, one at eye level for visual access and one lower for tactile access as he trails the lockers with his left hand. Over time, this student is observed visually searching to the left on his locker after he encounters the tactile symbol. This visual and compensatory skills access supports his visual location, his anticipation of what he will see and connects sensory concepts.


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