Two students, both with ocular blindness and wearing sunglasses, sit next next to another student who has CVI on a playground.
Tips and facts

CVI for Teachers of Students with Visual Impairments (TVIs)

A brief overview of CVI for TVIs. Learn how CVI impacts evaluation and intervention, and ideas for starting points.

Written by: Lacey Smith, M.Ed, TVI, CCVI

What is CVI? 

Cerebral/cortical visual impairment (CVI) is a brain-based visual impairment caused by damage or interruption to the visual processing areas of the brain. With CVI, the brain has difficulty recognizing and making sense of the visual world. CVI impacts every aspect of life. The CVI visual behaviors are a framework for understanding the impact of CVI on access and is rooted in current CVI research.

CVI is the leading cause of childhood blindness and low vision, but it is alarmingly underdiagnosed. Less than 20% of kids in the US have a CVI diagnosis. CVI often co-occurs with neurological, neurodevelopmental, or genetic conditions. Those with healthy eyes and without other conditions can still have CVI. 

How might CVI impact the work of a teacher of students with visual impairments (TVI)?

CVI is the leading cause of pediatric blindness and low vision, so the majority of TVIs (if not nearly all) will work with students with CVI.

When might you suspect a student has CVI within your work as a TVI?

CVI has diverse manifestations, and no two individuals with CVI are exactly alike. Here some examples of indicators and observations that might lead to suspecting CVI.

At a classroom table, a young girl sits laughin with her teacher and fellow students.

Learn more about when to suspect CVI.

What strategies and interventions might be helpful when working with students with CVI?

Each individual with CVI will need specific strategies and interventions that are informed by assessment. No two children with CVI learn the same way. Many general strategies may help support a student including a quiet, simple environment with reduced clutter and minimal distractions, appropriate physical positioning, visual breaks, and access to multisensory instructional strategies, such as incorporating tactile and auditory into learning. 

Instructional adaptations

Environmental adaptations

A teacher holds the hand of a student, guiding him toward an alphabet toy in a classroom setting.

Find more ideas for easy classroom adaptations that can help kids with CVI.

Collaboration ideas

Resources on CVI

Note to readers: This article is meant as an overview and brief introduction to CVI, a deep and complex condition with diverse manifestions. It is important to remember that all children with CVI have different needs. The recommendations and suggestions are ideas for a starting point. There is not one size fits all approach for CVI, and interventions and strategies must be match to the student’s individualized needs and comprehensive assessment results.


Lacey Smith, M.Ed, TVI, CCVI

Lacey is a CVI Parent Community Manager for the CVI Center at Perkins School for the Blind. Lacey has worked closely with young children with visual impairments, multiple disabilities, rare diseases, and dual sensory loss, providing consultation and support to the students, families, and their teams. Lacey has a Bachelor’s in General Studies with a Concentration in Early Childhood Education from the University of Kansas, a Master’s in Education as a Teacher of Students with Visual Impairments (TVI) from UMass Boston, and a Graduate Certificate in Cortical/Cerebral Visual Impairment (CVI) also achieved at UMass Boston. Lacey’s interest was inspired by her 13-year-old daughter’s diagnosis of CVI and she continually strives to learn more and support families with all she has learned along her own journey.


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