Compensatory Skills

By: Carmen Willings
teachingvisuallyimpaired.com
Compensatory skills are the foundation for equitable access and participation for students who are blind or visually impaired. These skills include the methods, tools, and organizational systems that allow students to efficiently gather, process, and communicate information in ways that work best for them. When taught systematically, compensatory skills bridge the gap between visual information and meaningful learning—enabling students to learn, organize, and demonstrate knowledge on par with their peers. 
Instruction is guided by data from Functional Vision and Learning Media Assessments (FVLMA), classroom observations, and ongoing collaboration among the educational team. The Teacher of Students with Visual Impairments (TVI) leads direct instruction in vision-specific skills (e.g., braille, abacus, Nemeth code, tactile graphics), while classroom teachers, therapists, and families reinforce concepts and strategies in daily routines. The Expanded Core Curriculum (ECC) is most effective when taught through this coordinated team approach. 

Concept Development

Students with visual impairments often miss out on incidental learning and need direct, hands-on experiences to build accurate concepts of people, places, and objects.
  • Strategies: real-world exploration, tactile modeling, guided discovery, and rich descriptive language.
  • Team Roles: The TVI provides structured concept instruction; classroom teachers embed descriptive language and concrete experiences; families reinforce concepts at home and in the community.
  • Instructional need: indicated by misconceptions, limited vocabulary, or difficulty generalizing concepts.

Alternative Communication

Students may use a range of communication modes—braille, tactile symbols, large print, auditory input, or technology-based systems—to access and express information.
  • Strategies: instruction in tactile symbols, auditory scanning, screen readers, and adaptive communication systems.
  • Team Roles: The TVI teaches device and system use; speech-language pathologists (SLPs) support language development; classroom teachers and families ensure communication systems are used consistently.
  • Instructional need: indicated when a student cannot efficiently access or express information with current tools.

Emergent Literacy

Early instruction builds readiness for reading and writing through multisensory experiences that connect language, sound, and tactile exploration.
  • Strategies: tactile storybooks, object symbols, rhyming games, and shared story experiences.
  • Team Roles: The TVI leads tactile and auditory literacy development; classroom teachers embed print awareness; families read and explore tactile books at home.
  • Instructional need: indicated when a student shows limited interest in books or emerging literacy concepts.

Access Print

Students with low vision require explicit instruction in identifying optimal print size, contrast, and lighting for efficient reading.
  • Strategies: exploring magnifiers, screen magnification, contrast tools, and ergonomic positioning.
  • Team Roles: The TVI determines print modifications; occupational therapists (OTs) support posture and ergonomics; classroom teachers ensure materials are accessible.
  • Instructional need: indicated when the student experiences fatigue, slow reading, or inconsistent use of visual aids.

Pre & Early Braille

Pre-braille instruction develops tactile readiness through structured practice with textures, shapes, and spatial awareness.
  • Strategies: tactile matching, tracking lines, and introducing braille cell patterns.
  • Team Roles: The TVI leads direct instruction; classroom staff support tactile play; families encourage hands-on exploration.
  • Instructional need: indicated when the student is transitioning to braille or developing tactile sensitivity.

Braillewriter Use

Students learn to operate a braillewriter accurately and independently, including inserting paper, setting margins, spacing, and proofreading braille work. Instruction emphasizes efficient hand positioning and correction techniques.
  • Strategies: progressive drills, proofreading routines, and formatting practice.
  • Team Roles: The TVI teaches technique; classroom teachers reinforce writing expectations; paraprofessionals provide guided practice.
  • Instructional need: indicated when the student relies on adults for written output or produces inaccurate braille.

Braille Code

Instruction includes mastery of literary braille and an understanding of contractions, punctuation, capitalization, and formatting rules. Students apply these skills to read and write fluently across subject areas.
  • Strategies: guided reading, decoding practice, proofreading, and comprehension discussions.
  • Team Roles: The TVI provides systematic instruction; classroom teachers integrate braille reading in daily lessons; families support reading practice at home.
  • Instructional need: indicated by slow reading or errors in braille comprehension.

Braille Formatting

Students are taught to use correct formatting conventions such as paragraph indentation, lists, headings, and references—skills essential for producing professional, well-organized braille documents.
  • Team Roles: The TVI teaches formatting rules; classroom teachers reinforce academic writing conventions.
  • Instructional need: indicated when written work lacks structure or organization.

Nemeth Code

Instruction in Nemeth Code enables students to read and write mathematical and scientific content accurately in braille. Lessons build proficiency with numbers, symbols, and spatial arrangement of equations.
  • Strategies: symbol recognition, spatial alignment, and layout of equations.
  • Team Roles: The TVI teaches Nemeth; math teachers provide content practice; families reinforce number sense through tactile activities.
  • Instructional need: indicated when students struggle to interpret or produce math problems in braille.

Handwriting

Students who use print learn handwriting techniques suited to their vision level, using bold-line paper, signature guides, or adapted writing tools. Those who primarily use braille also learn to sign their names for independence in daily life.
  • Team Roles: The TVI teaches adapted techniques; OTs support fine-motor development; families encourage practice in daily contexts.
  • Instructional need: indicated by illegible or inefficient handwriting.

Tactile Graphics

Students learn to interpret tactile graphics—maps, diagrams, and charts—using exploratory touch and spatial reasoning. Instruction focuses on understanding symbols, scale, and layout to support content comprehension.
  • Strategies: guided exploration, symbol key interpretation, and comparison with real objects.
  • Team Roles: The TVI provides direct instruction; classroom teachers reinforce interpretation during lessons.
  • Instructional need: indicated when a student avoids or misinterprets tactile graphics.

Slate & Stylus

Students gain proficiency with the slate and stylus for on-the-go writing, note-taking, and labeling. This tool promotes portability and independence when braillewriters or technology aren’t available.
  • Strategies: instruction in correct hand positioning, dot order, and proofreading.
  • Team Roles: The TVI teaches use; classroom staff encourage practice during note-taking.
  • Instructional need: indicated when the student lacks an independent writing method in mobile settings.

Cranmer Abacus

Instruction in the Cranmer Abacus provides students with a tactile, efficient method for completing mathematical computations, supporting both accuracy and mental math development.
  • Strategies: demonstrations, guided problem-solving, and real-life applications.
  • Team Roles: The TVI teaches abacus skills; math teachers provide content alignment.
  • Instructional need: indicated when students need a tactile alternative for math computation. 

Organizational Skills

Students learn systems for managing materials, assignments, and tools. Strategies may include tactile labeling, consistent placement, digital file organization, and structured routines that foster self-management.
  • Strategies: tactile or color-coded labeling, binder systems, and consistent routines.
  • Team Roles: The TVI teaches strategies; classroom teachers reinforce routines; families ensure carryover at home.
  • Instructional need: indicated when disorganization affects independence or task completion.

Time Management

Instruction focuses on using tactile, auditory, or large-print calendars and timers to plan, prioritize, and complete tasks efficiently. These skills build accountability and independence in academic and daily life.
  • Team Roles: The TVI introduces adaptive tools; classroom teachers model time management in assignments; families reinforce schedule use.
  • Instructional need: indicated when the student struggles with pacing or meeting deadlines. 

Access Class Materials

Students are taught how to request, locate, and use accessible materials such as adapted worksheets, digital files, or tactile diagrams. Instruction emphasizes self-advocacy and communication with teachers about format preferences.
  • Team Roles: The TVI trains self-advocacy and format identification; classroom teachers ensure materials are available; families reinforce independence.
  • Instructional need: indicated when the student depends on adults to access materials or accommodations. 

Listening Skills

Students develop active listening strategies—such as focusing on key information, taking notes, and summarizing—to support learning through auditory channels and classroom discussions.
  • Team Roles: The TVI teaches active listening strategies; classroom teachers provide note-taking supports; families reinforce practice during conversations.
  • Instructional need: indicated when comprehension decreases during lectures or discussions.

Study Skills

Instruction includes techniques for note-taking, test preparation, memorization, and review. Students learn to adapt traditional study methods using assistive technology, tactile materials, and organizational strategies that match their access needs.
  • Team Roles: The TVI introduces adapted methods; classroom teachers model study expectations; families provide quiet practice environments.
  • Instructional need: indicated when retention or test readiness is weak.
​Compensatory skills empower students who are blind or visually impaired to access the curriculum on equal footing with their peers. Through systematic instruction in these foundational areas, students build the tools they need to read, write, organize, and learn with independence. These skills not only open doors academically but also lay the groundwork for confidence, self-advocacy, and lifelong success.

ECC Instruction

Teaching Strategies
Compensatory
Concept Development
Alternative Communication
Emergent Literacy
Beginning Braille​
Braille Code
Braille Fluency & Comprehension
Braillewriter
​​Slate & Stylus
​​Tactile Graphics
​Nemeth Code
Access Classes
​Abacus 
​Organize​
​Study Skills
​Time Management
​​​​Listening Skills
Sensory Efficiency
Support Sensory Needs
​Auditory Efficiency Visual Efficiency Skills ​​Optical Device Use
Tactile Readiness
Assistive Technology
Social Skills
​Non-Verbal Skills​​​​ ​Communicate Cooperative Identity ​Interactions
Self Determination
independent living
Personal Care
Hygiene & Grooming
Personal Health
Eating & Table Manners
Household Skills
Shopping & Consumerism
Clothing Management
Telephone
 Food Preparation
Money & Budget
Services
​Safety
Orientation & Mobility
Recreation & Leisure
Career & Vocational