Environmental Analysis includes – gathering and application of information related to: layout of room/building, numbering systems, traffic patterns, safety, depth cues, lighting/contrast, tactile discrimination of surfaces, selecting appropriate techniques, transition to new spaces, etc. PAGE for Direct Column PAGE TOTAL for Educational Team Support Column Direct Instruction from Type of O&M Service Educational Team Support/Collaborative Consultation O&M Specialist 0=no need at this time 0=no need at this time 1=low need-occasional support and 1=low need-teacher(s)/family needs infrequent support for maintenance of skills established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but 4=medium need-teacher(s)/family needs some support for lower priority; generalization and development and maintenance of routines/ IEP goals & fluency development objectives/ modeling/ curriculum 7=high need-teacher(s)/family needs ongoing support for 7=high need-priority; complete established routines/ implementation of IEP goals & objectives/ mastery of introduced skills modeling/ use of curriculum 10=intense need-teacher(s)/family needs ongoing support to 10=intense need-priority; establish new routines/ implement IEP goals & objectives/ acquisition of new skills modeling/ use of curriculum O&M Area Critical Thinking/Problem-Solving (cont) Street Crossings - synthesizing necessary skills and strategies to execute safe street crossings. SENSORY EFFICIENCY Visual includes training without and with – optical devices in a variety of lighting conditions in the use of: lighting, glare management strategies, scanning, tracing, tracking, identification/spotting, environmental signage and landmarks, etc. Auditory includes training in: the use of – sound awareness/detection, discrimination, identification, localization, directionality,
Environmental Analysis – includes gathering and application of information related to: layout of room/building, numbering systems, traffic patterns, safety, depth cues, lighting/contrast, tactile discrimination of surfaces, selecting appropriate techniques, transition to new spaces, etc. PAGE for Direct Column PAGE TOTAL for Educational Team Support Column Type of O&M Service Direct Instruction from O&M Specialist Educational Team Support/Collaborative Consultation 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family needs infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family needs some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ use of curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum O&M Area Critical Thinking/Problem-Solving (cont) Street Crossings - synthesizing necessary skills and strategies to execute safe street crossings. SENSORY EFFICIENCY Visual – includes training without and with optical devices in a variety of lighting conditions in the use of: lighting, glare management strategies, scanning, tracing, tracking, identification/spotting, environmental signage and landmarks, etc. Auditory – includes training in: the use of sound awareness/detection, discrimination, identification, localization, directionality,
OM-VISSIT.docx