Instructions: After viewing the modules for the course Developing Interventions 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.
Considerations for Educating Students With CVI: The Learning Environment
- What tools or strategies have you found most effective in helping general education staff understand the nuances of CVI-related behaviors? What misunderstandings have been most persistent?
- Evaluate your system’s or region’s readiness to support students with CVI using the recommendations in this guide. What infrastructure (e.g., training, assessments, funding) exists, and where are the gaps?
CVI & the ECC: Focus on Compensatory Access
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Think about the classroom adaptations you’ve used for students with CVI. Which have been most effective, and which seem underused or misapplied? Are there tools or approaches you wish were used more often?
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How effective do you find cross-setting collaboration (between home and school) in building compensatory access? What practices support authentic carryover and what barriers still exist?
CVI Interventions: A Call to Action
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What are the potential risks of applying interventions developed for one manifestation of CVI to another? How might these risks be mitigated?
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Analyze the role of family narratives and lived experiences in shaping intervention priorities. How should these narratives be integrated into professional practice without compromising assessment findings?
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Evaluate the current training landscape described in the article. How adequate are existing preparation programs for equipping professionals to address CVI across the lifespan? What improvements would you propose?