Cerebral Visual Impairment: Tutorial
Follow along as features of visual impairment due to brain damage are discussed as well as the assessment of children with this condition.
Cerebral Visual Impairment is made up of 5 modules, each containing video segments, readings, and assigned activities to enhance and apply your learning. Plan to spend 1 week working through each module. While this is a self-paced course, the material will have the most impact if you work steadily through the outline in the order it is presented.
Participants will earn 20 ACVREP credits, 20 CTLE credits, or 20 PDPs by completing the activities and quizzes. All assignments are required in order to receive education credits. An audit-level price is also available for those who do not need professional development credits.
Please note that this tutorial includes readings from Lueck, A.H., & Dutton, G.N. (2015). Vision and the Brain: Understanding Cerebral Visual Impairment in Children. New York: AFB Press.
Features of visual impairment due to brain damage will be discussed along with assessment of children with this condition. Methods to design appropriate interventions for these children that take into account individual differences, the learning environment, and the need for multidisciplinary teamwork will be presented. Emphasis will be placed on integrating knowledge from a variety of sources and applying this knowledge to gain a better understanding of how children with cerebral visual impairment see their world and interact with it.
This is a web-based, self-guided professional development activity for Orientation & Mobility Instructors, Parents, TVIs.
All sales on self-paced courses are final.
Hear what participants have to say about this course:
“I have been a special needs teacher for 32 years, and I can truthfully say that I am good at what I do. However, this is the first time I have ever had a student with CVI. Before the course, I worried that I would not be able to meet her needs. Now I feel much more confident. I still have much to learn but I feel I’m headed in the right direction. I can make a difference for this child!“‘