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Instructional considerations for CVI and remote learning

With remote learning as the new normal, read about general instructional strategies for kids with CVI that address visual access and multisensory learning.

A young boy remote learning on video chat with his teacher about letters

With the understanding of foundational components of Cerebral Visual Impairment/Cortical Visual Impairment (CVI) and remote learning, how to set up a learning space to better enable visual access, and tips on how educators can present themselves on screen, let’s now dive into some instructional considerations for the unique needs of children with CVI. 

While there are many ways that CVI manifests in children, along with different assessment tools and evaluation areas to consider, here are some general instructional strategies for addressing visual attention and/or recognition. You can also think of these strategies in relation to the goal-focus areas across Dr. Roman-Lantzy’s Phases of CVI (I, II, III).

What’s important to keep front and center is that multisensory and experiential learning is critical to actively building new connections in the brain. Remote learning should not only be learning through a screen, no matter the visual abilities of the child with CVI. By integrating vision with action and other senses, children with CVI will have richer opportunities to build functional vision. 

Dr. Lotfi Merabet noted in his Q&A about CVI and the Brain: “Let your child be active, interactive, and explore in order to create a situation that promotes as much recovery as possible. Keep the brain gears turning! … The more engaged the child is, the more they will find motivation to continue to explore and interact, and in principle, the more the brain will continue to grow, change, and develop.”

Instructional considerations for children with CVI building consistent visual attention (Roman-Lantzy’s Phase I/Early Phase II):
Instructional considerations for children with CVI integrating vision with function (Roman-Lantzy’s mid-late Phase II):
Instructional considerations for children with CVI who have functional vision, but CVI visual behaviors and characteristics still remain (Roman-Lantzy’s Phase III):

Want more ideas? Read about examples of instruction based on home routines.

Reference:

Roman-Lantzy, C. (2018). Cortical Visual Impairment: An Approach to Assessment and Intervention. 2nd ed., New York, NY: AFB Press.

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