Equitable Access to Literacy for Students with CVI

Literacy instruction that emphasizes use of both vision and compensatory skills is important in learning to read for students with CVI and will assist learners progressing in these skills. The current literacy assessment and instruction practices of children with CVI was analyzed. Teachers of Students with Visual Impairment (TVIs), parents and eye care professionals completed a survey and were interviewed. Preliminary results and some considerations for strategies to ensure access to individualized and evidence-based literacy instruction will be discussed.

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