Print literacy for individuals with Cortical/Cerebral Visual Impairment (CVI) will look different for each student. Research on best practices in reading instruction is important to know and apply to instruction for all learners.
For learners with brain-based visual impairments, knowledge of the individual’s CVI visual behaviors and characteristics and CVI assessment results must be used to customize learning approaches, materials, and environments deliberately. This webinar will present our work to accomplish this.
Endicott appendices:
- A. Word-study-method-for-webinar
- B. Sight-Word-Activities-and-Pic.Word-Learning-Strategies
- C. KWL-for-Webinar
- D#1. QARs information page
- D#2. QARs sample paragraph and questions
- D#3. QARs pictures
- E. Story Map for Narratives webinar
- F#1. Word Map for Webinar
- F#2. sample graphic organizers
Judy Endicott will be sharing her grandson, River, and her CVI Journey including:
- Explain the Cortical/Cerebral Visual Impairment (CVI) overlay that guides our work with River.
- Share how we have altered River’s materials, environments, and strategies by putting the CVI overlay in place.
- Share successful research-based instructional strategies in the five critical components of reading instruction documented in the National Reading Panel report of 2000.
- Share recommended “promising practices” used with River and elementary school learners.
Presenter’s bio:
Judy Endicott has been a special education teacher in a self-contained learning disabilities classroom, an itinerant special education teacher, a regular education teacher, an Instructional Support Teacher and a reading specialist at the elementary level – and a parent of 3 and grandparent of 3.
Culminating 27 years of teaching, she retired in 2010 to take care of my grandson, River.
