Access to learning and the environment must begin with supporting sensory regulation by addressing the foundational sensory needs (interoceptive, proprioceptive, and vestibular).
Access to learning and the environment must begin with supporting sensory regulation by addressing the foundational sensory needs (interoceptive, proprioceptive, and vestibular). Only then can the next level of sensory processing engage (auditory, tactile, visual, etc.). From there, more skills and systems can grow and build toward independent living skills and educational progress.
Access runs deep for our kids with CVI—it’s about supporting sensory regulation, developing educational programming matched to assessment, modifying the environment, and adapting the learning tasks for full multisensory access.
CVI Now hosted a live virtual event on CVI and sensory processing, held on June 15, 2021. Nikoletta Livingston, an OT at Perkins with a passion for CVI, presented and answered parent questions
Participants will earn 1.5 continuing education credits by completing an online assessment based on the presentation.
Learning Objectives:
1. Our eight sensory systems and how they work together (see pyramid below)
2. Sensory regulation, discrimination, and modulation; how visual processing requires general regulation and body awareness
3. How sensory processing difficulties impact people with CVI
4. The similarities and differences between sensory overload and CVI overload
5. Practical and appropriate approaches for the development of and instruction of independent livings skills for learners with CVI
Watch the recorded conversation on CVI Now, or register for continuing education credits on this page.
Nikoletta Livingston is an occupational therapist in the Perkins Secondary Program, with a particular interest in CVI. Nikoletta loves to collaborate with educational teams and families to explore creative methods of supporting students as they work to attain greater independence in daily living skills.
