Developing Interventions for Children with CVI: General Discussion

Foundations Developing Interventions for Children with CVI
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Enroll in the Hive course

Course Description: Embark on the final leg of our trilogy as we equip educators with the knowledge and skills needed to develop and implement effective interventions for students with Cerebral Visual Impairment (CVI). Building upon the insights gained in Courses 1 and 2, enroll in this course to delve into the practical application of research findings, guided by a structured framework for intervention planning. Through real-world scenarios, educators will learn to leverage the CVI Companion Guide to tailor interventions to meet the unique needs of students with CVI, ensuring meaningful progress and outcomes. Special thanks to the New Mexico School for the Blind and Visually Impaired for their partnership with developing this course.

ACVREP Credit Hours: 1.5

Objectives

  • Describe fundamental principles of developing interventions for young children.
  • Identify 4 considerations when developing interventions for children with CVI.
  • Identify 5 types of information to collect and organize when developing interventions for children with CVI.
  • Describe CVI Companion Guide resources that can be used for developing meaningful interventions (Intervention Planning & Monitoring Form, Tips of Practice).
  • Apply early intervention principles given a variety of case study examples.
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Do you need/want our certificates for completion of the 3 APH courses? If so, how do you want us to share them with you?

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yes please. email to rwolf@moorheadschools.org

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My learning from this module was the importance of gathering comprehensive information about a child’s visual processing behavior and using that data to create individualized interventions. Using the CVI Companion Guide, I was able to organize functional vision information and determine which interventions would be most effective for specific needs, such as reducing visual clutter and making objects easier to perceive. Through collaborative efforts with families and team members, I’ll integrate CVI supports into daily routines. There is still a lot I want to learn about the best approach to adapting materials for students with strong visual latency and complexity challenges, and I am eager to hear of others’ experiences.