Vision in OT Practice: facilitator notes

Presenter cues

• Be explicit that honesty about evidence strength protects the profession and the provider approval.
• Contrast the two columns line by line; ask participants which column their last progress note lived in.
• On the UDL slides, hold the line that prevention is not optional politeness — it is the tier that reduces referrals. Accommodation without design just moves the burden onto the student.
• Point participants to the free UDL Quick Checklist (/udl-checklist) and to the UDL panel that appears inside every VPA™ result; they can leave the course with a Monday plan.

Answer key

Turn one flag into a three-tier plan (Level 2 + Level 4 fourth grader).

Prevention: the teacher gives a printed copy of anything written on the board and formats handouts at 14-16 pt with one task per page — this helps the whole class and removes the board-to-desk transition demand. Accommodation: 504 language for reduced copying volume (cloze notes), extended time on written work, and content graded separately from handwriting. Intervention: OT targets near-far transition efficiency and sustained visual-motor output inside her actual copy and writing tasks, measured as minutes-to-legibility-breakdown and place-loss count per 2-minute passage, with a written hand-off so the teacher can sustain the supports.

Write the FITT-P line for a four-week block (Level 2 floor, 10-minute board-to-desk copy).

Model: "Frequency: 2x/week, 30-minute sessions, plus a 5-minute daily classroom routine. Intensity: begin at 4-minute copy bouts with a line guide, progressing to 10 minutes unaided. Time: 4 weeks. Type: graded near-far transitions and scanning drills embedded in the actual copy task, with print and lighting controlled. Progression: remove the line guide, then lengthen the bout, then restore classroom-realistic clutter and noise — one parameter at a time."

Name the re-probe and the criterion that would move you up a level.

Re-probe is the identical baseline task — the same 10-minute copy passage at the same distance and lighting, scored the same way. Criterion: at least 85% accuracy sustained through minute 10 with no more than 2 place-loss events across two consecutive probes. Meeting that criterion moves work to Level 4/5 demand; missing it twice means change one parameter, not the whole plan.

Watch-outs

• Someone will want a claim that vision work raises reading comprehension scores. Hold the line: state task-specific gains and the conditions under which they were measured.