distance and speed, echolocation, auditory alignment, sound shadows and masking, cochlear implants and hearing aids, etc. PAGE for Direct Column PAGE TOTAL for Educational Team Support Column Direct Instruction from Educational Team Support/Collaborative Consultation Type of O&M Service 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 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/ 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 Skill Area SENSORY EFFICIENCY (cont) Tactile includes training in: tactile – sensitivity reduction; haptic perception; discrimination of shapes, textures, dot patterns, same/different; awareness of tactile warning systems and terrain changes; effective use of signage and numbering systems (braille, symbols, raised print), etc. Additional Sensory Systems - Use of proprioceptive, vestibular, kinesthetic, olfactory, and gustatory systems TRANSPORTATION includes Familiarization and Planning - familiarization and safety concerns related
distance and speed, echolocation, auditory alignment, sound shadows and masking, cochlear implants and hearing aids, 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 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/ 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 Skill Area SENSORY EFFICIENCY (cont) Tactile – includes training in: tactile sensitivity reduction; haptic perception; discrimination of shapes, textures, dot patterns, same/different; awareness of tactile warning systems and terrain changes; effective use of signage and numbering systems (braille, symbols, raised print), etc. Additional Sensory Systems - Use of proprioceptive, vestibular, kinesthetic, olfactory, and gustatory systems TRANSPORTATION Familiarization and Planning - includes familiarization and safety concerns related
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