What if your student also has a CVI?

Gather information ... 

e.g. from Student info sheet and Happiness Audit also...

  • ·   Information on medical background
  • ·   Eye report (Ophthalmology, Optometry, Functional Vision Assessment)
  • ·   Share your concerns

Direct Evaluation- liaise with your Resource Teacher Vision (BLENNZ)...

  • ·   Evaluate range of visual functioning (Functional Vision Assessment)
  • ·   Evaluate presence and degree of individual CVI characteristics
  • ·   Referral for Opthalmology/Optometry assessment as appropriate

“For Children with CVI, it is important to determine where they are on the continuum of possible impact of CVI, to identify in this way what they are able to look at or are interested in looking at, and to give them as many opportunities to look as possible by integrating motivating activities and materials into their daily lives.   (Roman-Lantzy (2007) p.114)

Roman-Lantzy (2007) describes CVI as having three phases which describe broad levels of functioning and visual characteristics. 

In Phase 1 the key characteristics which may be observed are non-purposeful light gazing behaviours and absent or atypical visual reflexive responses e.g. failure to blink. 

In Phase 2 the key characteristics commonly displayed by students are a distinct colour preference (often red and yellow, but could be any colour) and difficulty with visual novelty (e.g. the student prefers to look at familiar objects and lacks visual curiosity). In this phase the student’s visual responses may also be slow (known as visual latency) and they are often visually attracted to movement, especially rapid movements. 

As the students resolve some of these issues and move through to  Phase 3 they may display difficulties coping with visual complexity/crowding and often perform best when one sensory input is presented at a time, when the surrounding environment lacks clutter, and the object being presented is simple. They may also present with visual field deficits and difficulties with distance viewing, preferring visual attention activities to be in near space. 

These phases also guide the intervention strategies to support the best visual functioning of the student at his or her current level.

Karen Laing,
Mar 22, 2014, 1:08 AM
Karen Laing,
Mar 22, 2014, 1:01 AM