CVI Scotland: Dr. Amanda Lueck’s Guest Blog
Reflect on a time when assumptions about development or vision influenced how a student with CVI was understood or supported. What assumptions did you or others bring to the situation? How did those assumptions affect the approach or expectations? What helped shift your perspective?
I have had many experiences where a student’s perceived vision impacted the educational approach and expectations. The blog mentioned how important it is to read the information available about a student, but not let that interfere with what you see in the present moment of the evaluation or observation. I recall doing early steps evaluations for a three-year-old student that did not yet have the learning expectations of school. A lot of the assessments were visual pictures and I always came with a curiosity if that was the best medium or if the student really understood the picture. In completing an FVA, I told the team to be aware that sometimes looking and successful interpretation of images and pictures / things in the environment. The assumption that I brought to the situation was one that highlighted both current skills and future needs. I encouraged the team to look at the whole child with assessments and keep the approach simple. Not all assessments would highlight the student’s ability to see and interpret pictures on the paper. It challenged the team to create a whole child approach and find assessments that would help get the best and most accurate results. My job on the team was the point out that accessibility/presentation of materials is important and will impact the validity of the evaluation.
Compare and contrast the roles of parents and professionals in interpreting a child’s behavior. How can these perspectives complement one another?
In an evaluation with a 3-year-old, there were different interpretations of the student’s current level and skills. Her mother felt like there were concerns about visual functioning, but felt very alone. My job was to encourage her mother to let her know of all the resources available and she was not alone. The parent has a very important perspective that must be respected and heard and it’s important to have a whole team approach. The PT, OT, Speech, APE, and anyone else at the evaluation on the school team all come from different perspectives. We all see a moment in time and complete our assessment, but the parent puts all of the pieces together. It’s important to know daily routines, likes/dislikes, needs and/or concerns of the parents, and any important medical history etc. The only way a really good evaluation is the professional evaluation team listen to each other and not think that one is more important than the other. Everyone needs to be reminded that the whole child needs to be evaluated with a strength based approach and this does not always happen.
PACES-BVI: Cortical/Cerebral Visual Impairment
Think of a student with CVI you’ve supported. How did sensory complexity, attention, or the environment impact their ability to access instruction? What helped or hindered their visual attention? What strategies made a difference?
I worked with a student who had additional disabilities and limited verbal communication to demonstrate understanding of academic work. He was in a wheel chair with para support at school and able to interpret pictures of familiar items. However, with increased sensory input in the environment (noise, visual clutter etc.), he would look around and not visually focus on the content. In order to help this student, supports included use of a light box, materials put on a black background, tasks that were familiar and known to the student before evaluating knowledge, and a use of 3-D material with increased contrast in the classroom. He will be going to kindergarten this upcoming school year and accessibility of worksheets will be a challenge for this student.
To what extent do existing professional preparation programs (across fields) equip practitioners to understand and serve students with CVI?
I do not think that programs prepare teacher to work with students that have brain based visual conditions (CVI) and it’s hard to convince teachers/administrators in the classroom to try a different, less complex approach to education. You do learn about it, but not enough to know how to work with students on a practical level. Most of the learning is completed on the job, but this is the way in most professions.
PaTTON: Examples of Different CVI Terminology
Consider how has the use of different terms to describe CVI (e.g., CVI, cerebral visual impairment, neurological visual impairment) may affect collaboration with other professionals. Has inconsistent language ever caused confusion or misalignment? What helped clarify communication across teams or settings? How do you navigate terminology in your own practice?
I have not had a lot of confusion with the different terms when working with other professionals. I usually use the acronym CVI and then spell it out (cerebral visual impairment). I find that it’s important to explain the who, what, why and how of CVI to professionals and not assume that they understand. In my own practice, I put in in terms that are clear and concise that apply to the classroom. It’s important to teach and model specific steps that can be taken to support students with CVI. When it seems like more a partnership between TVI and classroom teacher / support team, it is a lot easier to find success with appropriate student support.
What are the key similarities and differences among the three sets of terminology (Visual Behaviors, Characteristics, and Manifestations) used to describe CVI, and how might these differences impact a team’s understanding of CVI and its impact on a student?
The CVI Visual behaviors describe specific categories of behavior that are impacted by an increased difficulty in interpreting the environment. They are not specific, but different overall things that might be more difficult. For example, overall impact of clutter/crowing/spacing and accessibility of worksheet/forms may be more difficult. With CVI characteristics, it’s more specific and gives you something to look for (ex. How much do they need light, how they interpret items etc. near and distance, and any favorite color etc.). Manifestations of CVI highlights how each of the CVI behaviors are impacted in a non-controlled environment or complex/non-complex environment. There could be difficulty imitating and copying off of the board, seeing visual details with clarity, or responding/understanding new or novel tasks and/or assignments etc. I think that they all work together and function at different levels. It might be helpful to first understand the overarching CVI visual behaviors then go into more specifics about what to look for and focus on in the classroom. CVI Scotland: Dr. Amanda Lueck’s Guest Blog
Reflect on a time when assumptions about development or vision influenced how a student with CVI was understood or supported. What assumptions did you or others bring to the situation? How did those assumptions affect the approach or expectations? What helped shift your perspective?
I have had many experiences where a student’s perceived vision impacted the educational approach and expectations. The blog mentioned how important it is to read the information available about a student, but not let that interfere with what you see in the present moment of the evaluation or observation. I recall doing early steps evaluations for a three-year-old student that did not yet have the learning expectations of school. A lot of the assessments were visual pictures and I always came with a curiosity if that was the best medium or if the student really understood the picture. In completing an FVA, I told the team to be aware that sometimes looking and successful interpretation of images and pictures / things in the environment. The assumption that I brought to the situation was one that highlighted both current skills and future needs. I encouraged the team to look at the whole child with assessments and keep the approach simple. Not all assessments would highlight the student’s ability to see and interpret pictures on the paper. It challenged the team to create a whole child approach and find assessments that would help get the best and most accurate results. My job on the team was the point out that accessibility/presentation of materials is important and will impact the validity of the evaluation.
Compare and contrast the roles of parents and professionals in interpreting a child’s behavior. How can these perspectives complement one another?
In an evaluation with a 3-year-old, there were different interpretations of the student’s current level and skills. Her mother felt like there were concerns about visual functioning, but felt very alone. My job was to encourage her mother to let her know of all the resources available and she was not alone. The parent has a very important perspective that must be respected and heard and it’s important to have a whole team approach. The PT, OT, Speech, APE, and anyone else at the evaluation on the school team all come from different perspectives. We all see a moment in time and complete our assessment, but the parent puts all of the pieces together. It’s important to know daily routines, likes/dislikes, needs and/or concerns of the parents, and any important medical history etc. The only way a really good evaluation is the professional evaluation team listen to each other and not think that one is more important than the other. Everyone needs to be reminded that the whole child needs to be evaluated with a strength based approach and this does not always happen.
PACES-BVI: Cortical/Cerebral Visual Impairment
Think of a student with CVI you’ve supported. How did sensory complexity, attention, or the environment impact their ability to access instruction? What helped or hindered their visual attention? What strategies made a difference?
I worked with a student who had additional disabilities and limited verbal communication to demonstrate understanding of academic work. He was in a wheel chair with para support at school and able to interpret pictures of familiar items. However, with increased sensory input in the environment (noise, visual clutter etc.), he would look around and not visually focus on the content. In order to help this student, supports included use of a light box, materials put on a black background, tasks that were familiar and known to the student before evaluating knowledge, and a use of 3-D material with increased contrast in the classroom. He will be going to kindergarten this upcoming school year and accessibility of worksheets will be a challenge for this student.
To what extent do existing professional preparation programs (across fields) equip practitioners to understand and serve students with CVI?
I do not think that programs prepare teacher to work with students that have brain based visual conditions (CVI) and it’s hard to convince teachers/administrators in the classroom to try a different, less complex approach to education. You do learn about it, but not enough to know how to work with students on a practical level. Most of the learning is completed on the job, but this is the way in most professions.
PaTTON: Examples of Different CVI Terminology
Consider how has the use of different terms to describe CVI (e.g., CVI, cerebral visual impairment, neurological visual impairment) may affect collaboration with other professionals. Has inconsistent language ever caused confusion or misalignment? What helped clarify communication across teams or settings? How do you navigate terminology in your own practice?
I have not had a lot of confusion with the different terms when working with other professionals. I usually use the acronym CVI and then spell it out (cerebral visual impairment). I find that it’s important to explain the who, what, why and how of CVI to professionals and not assume that they understand. In my own practice, I put in in terms that are clear and concise that apply to the classroom. It’s important to teach and model specific steps that can be taken to support students with CVI. When it seems like more a partnership between TVI and classroom teacher / support team, it is a lot easier to find success with appropriate student support.
What are the key similarities and differences among the three sets of terminology (Visual Behaviors, Characteristics, and Manifestations) used to describe CVI, and how might these differences impact a team’s understanding of CVI and its impact on a student?
The CVI Visual behaviors describe specific categories of behavior that are impacted by an increased difficulty in interpreting the environment. They are not specific, but different overall things that might be more difficult. For example, overall impact of clutter/crowing/spacing and accessibility of worksheet/forms may be more difficult. With CVI characteristics, it’s more specific and gives you something to look for (ex. How much do they need light, how they interpret items etc. near and distance, and any favorite color etc.). Manifestations of CVI highlights how each of the CVI behaviors are impacted in a non-controlled environment or complex/non-complex environment. There could be difficulty imitating and copying off of the board, seeing visual details with clarity, or responding/understanding new or novel tasks and/or assignments etc. I think that they all work together and function at different levels. It might be helpful to first understand the overarching CVI visual behaviors then go into more specifics about what to look for and focus on in the classroom.
Thank you! I am always looking for creative ways to get around the pricing of items because they are marketed as being for individuals with disabilities. The price hikes are crazy sometimes! For the tie-dye activity I had the lightbox on the floor in a dark environment. I put a scrapbook paper Tupperware-like bin (search ‘clear scrapbook paper bin’ on Google) on top of the light box. I was lucky that they had a sink in the classroom, so I wet the shirt and put it in the box on top of the light box with a little bit of water. For this kid, she was not reaching out to explore or inspect items, so I did not have to worry about her putting her hands into it as we did the project or swiping at it. I sat her in my lap and helped her to use the orange and yellow squirt bottles to dye the shirt and look at the colors then took it home and washed it and brought it back. It was actually a tie-dye kit I found in the dollar section at Target around summertime. Some of my best finds are from there!