Instructions: After viewing the modules for the course Supporting the Assessment Process for Children with CVI, participants are expected to respond to one of the questions posted in a manner that reflects an appropriate level of analysis and engagement in the discussion; applying the knowledge and insights from the readings to practical applications; drawing conclusions based on the content, raising new questions, presenting a counter argument, etc. Each response should include the question number, be stated in complete sentences, and apply the knowledge from the readings and sessions to practical applications.
In addition, each participant is expected to comment on at least two participants’ responses. The responses should be reflective and thoughtful, not simple short answers like “I agree” or “Me too.” A thoughtful response integrates readings, may provide examples, add new information, or present a counter argument.
Assessing 2D image recognition for students with CVI
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In what ways do results of the 2D image assessment intersect with data collected for the Functional Vision and Learning Media Assessments?
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Analyze how individualization of the 2D image assessment might lead to more accurate conclusions about a student’s needs. What variables (e.g., cultural relevance, personal familiarity, sensory preferences) should be considered?
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Considering the role of fatigue, context, and environmental variables, how reliable are single-time assessments like the 2D image assessment in capturing a student’s true visual abilities? What alternative or complementary methods might yield richer information?
Commentary: Profiling Children with Cerebral Visual Impairment (CVI)…
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What are the implications of relying on current assessment tools that may not be sensitive to the full spectrum of CVI behaviors?
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How effective are current multi-method assessment strategies in capturing the full scope of CVI’s impact on learning and behavior? What would you add or change in these approaches to make improvements?
A Guide for Assessing Cerebral Visual Impairment
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Reflect on a student with CVI who showed signs of dorsal or ventral stream dysfunction. How did this impact their participation in classroom or daily activities? What specific challenges did the student experience? How did you adjust instruction or materials to support them?
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What are the strengths and limitations of using task-based observation as a primary method for CVI assessment, particularly in comparison to more objective assessments?
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Considering the lack of a singular, validated CVI assessment system, how well does this guide balance flexibility with consistency in approach?