Vision in OT Practice — participation guide

• Vision is already inside the OT domain
• Four tiers, four owners
• Design first, accommodate second, treat third
• One question you ask, one thing you hand back
• Teaching the team is part of the treatment

• UDL is the delivery system for your plan: write prevention, accommodation, and intervention for every flagged level — adaptation is intervention, not a delay.
• Levels 1 through 5 are all usable. Misrepresenting the level is the error, not using lower-level evidence.
• Convergence insufficiency carries Level 1 support for vergence therapy managed by optometry; the OT contribution is occupational endurance, grading, and environmental modification.
• Perceptual drills show weak transfer to academics. Embed the visual demand inside the occupation instead.
• A level-based visual performance framework is an organizing structure (Level 5) resting on independently supported components. Never report VPA results as standard scores or percentiles.
• FITT-P plus occupation-level outcome data is what makes a Level 4/5 technique defensible in documentation.

Pick one student. Write three short lines: one prevention change the teacher owns, one accommodation the team writes, and one OT-only target with how you will measure it in classwork.

Take a strategy you use weekly. Say out loud, in one sentence, how strong the evidence for it is and what you will measure. If you cannot name the measure, change the strategy or change the measure.

This week, hand one teacher a single page with two changes to try tomorrow. Two weeks later, check whether it is still happening when you are not in the room.