Neuro Optometrist recommendations:
TRACKING
* Label directions on paper
* Point to the direction when giving instructions
* Highlight letters or words missed frequently
* Allow verbal reinforcement to aid discrimination
* Use tracing and matching activities
* Avoid poor quality or reduced size copies of paperwork
* Consider printed dittos on pastel colored paper to reduce contrast and glare
EYE TRACKING/FIGURE GROUND
* Move child to front of room to avoid distractions
* Allow use of templates or windows to reduce amount of visual information
* Allow use of pointer or highlighter
* Point out/ highlight important features
HANDWRITING
* Reduce time on written work into small breaks
* allow oral or taped responses
* Use large diameter pencils
* Allow boundaries for printing
* Allow bold lines and boundaries when asked to copy on paper
* Color code materials
* Allow testing in isolated room with frequent breaks and in short answer or matching format instead of multiple choices
* Allow testing in a non-timed matter to avoid anxiety.
* Allow verbal responses for testing or homework purposes
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School has this already BUT some of the recommendations like NOT multiple choice and instead fiil in the blank actually work against the dysgraphia so I know these need tweaking.
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The OT gave these next ones in a rushed overnight letter for teacher for start of school. I believe *none* have been implemented which is partly why the rush 504.
The areas of concerns are fine / gross motor coordination, sensory regulation (heighted awareness to dislike to smells and sounds experiencing the inability to calm self if not caught with timeliness), the need for movement breaks and dysgraphy.
Child may display avoidance behavior if the task at hand is difficult; successful participation is done by using First____, Then, words of praise, or a reward system. He displays anxiety to timed written assignments. He has expressive facial changes which are a precursor to the avoidance behaviors (i.e. laying with head on desk or lethargic). or anxiety.
Child would benefit with the following accommodations/supports in the classroom setting for these supports increase in his skills at home and in the community.
Preferential seating - close proximity to the presentation of written material if copied from board or provide a desktop model of information to be copied. Place copy above paper as it is easier than side to side movements. As he becomes more proficient gradually move the copy away so he continues to be successful with copying information.
Provide a model - upper case and lower case letters of the alphabet – highlighted start dots for visual cues for proper letter formation.
Slant board - provides/encourages functional postural position and stability.
Movement breaks as needed throughout the day - suggestions for sensory breaks that would best suit Nicodemus’ needs are movement followed by heavy work. Examples: spinning circular on a swing 10 times to the right, 10 times to the left, followed by jumping on a trampoline and a squeeze machine; or spinning on a swing followed by using a resistive stretchy band placing under feet and pulling up with hands; or jumping and spinning on trampoline followed by animal walks or hand walking on therapy ball.
Access to water bottle
Weighted Blanket/lap pad - lap pads used for calming and increase in attention to task when seated.
Sit and Move Cushion – used during seated work used to increase attention and proper positioning.
Gum – sensory input used for more difficult tasks such as testing.
Warning of change of schedule – written or verbal explanation.
