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.
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?
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?
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?
What are the potential risks of applying interventions developed for one manifestation of CVI to another? How might these risks be mitigated?
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?
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?
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?
I like the model presented in this reading which encourages a structure for team discussion that facilitates understanding how to best address student needs throughout the educational day. Every child has abilities we must capitalize on to be sure we are giving them good instruction – and with students who have more involved impairments I think it is critical to have team based service provision and to coordinate this frequently. I have sort of addressed this in another post, but I feel the longer I have been a TVI the more I see a need to keep things as clear and concise as possible for staff working with students who have CVI or vision impairment in general. Explaining things very technically or giving too many interventions can leave gen ed and even special ed staff overwhelmed and feeling like they don’t know where to even start. Meeting classroom staff where they are at has helped me find the best follow through for students – what can reasonably be done by staff to keep things consistent in between my time with the student? I like things that are portable that can be implemented easily and across the educational day to help us all work smarter not harder. Helping classroom staff just see the benefit of what good contrast and isolating visual information can do is often an eye opener. Many times, strategies that work with my students work with others in the class also. Most classroom staff expects that a student with a visual impairment – any kind of vision issue – is going to be so much work and they often tell me they have never had a student with a visual impairment in their classroom before. When I keep details simple and there is not information overload and we start with some easy tools and interventions, then staff has time to process that a student is responding better and understand the value of these strategies.
Question #1: 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?
Some of the most persistent misunderstandings is about the concept of “student preferences”. Far too often, whether in regard to CVI or any other potential behavior, adults take resistance as a personal affront which can turn a situation into a problematic power struggle.
While this thought process where I work now isn’t as prevalent as other places I’ve worked (because regional, cultural, language differences do impact these thoughts), sometimes adults think students should “do as they are told” when life doesn’t always work that way. Student likes and dislikes are not just valuable in activating learning but in building a solid rapport with the student. If a student cannot trust you, then why would they even venture to learn from you? What’s even more irksome is that adults seemingly act exactly the same way but lack the reflection to identify it in themselves?
I’ll be the first to admit - If I’m not into something or don’t trust someone, I’m not “performing for them” and they’re going to find out the hard way that they “can’t make me do it”. It’s basic human behavior to have preferences and somewhere along the lines, adults sometimes forget that children (regardless of their abilities or diagnosis) have the right to express their desires and have those desires respected just as much as the adults do.
SMG
The strategies that I have found to be most effective in helping “others” (not just general education staff but special education teachers, SLPs, PTs, etc) understand the nuances of CVI-related behaviors/manifestations is to first do education and explain the differences in an ocular based visual impairment and a neurologically based visual impairment, and then to admit that I don’t have all the answers and that we are a team and they are an integral part so to solicit their input, and lastly is to very selectively and purposefully target a specific manifestation and once progress is noticed in that outcome I typically have buy in and interest.
The misunderstanding that has been most persistent for me is that I as a VI related professional know it all. It really is trial and error, and every team member adds a valuable piece to the puzzle.
@lmcgookin47 “Most classroom staff expects that a student with a visual impairment – any kind of vision issue – is going to be so much work and they often tell me they have never had a student with a visual impairment in their classroom before. When I keep details simple and there is not information overload and we start with some easy tools and interventions, then staff has time to process that a student is responding better and understand the value of these strategies.”
I can totally understand this feeling, too. I’ve never had to actively teach a student with an identified visual impairment as I got into this specific area after I crossed into administration. However, I’ve spent the last three full years working on building much of my understanding in this area and also try to actively focus on only a few best practices at a time so as not to overwhelm myself. It’s a fine balance between what each individual student needs and meeting them where they are at but also doing what’s best for the group as a whole. Practice makes permanence so I appreciate this insight.
SMG
I also agree that one of the best strategies is to keep things simple, and not overwhelm others with too much information. I try to also keep it simple and really target one or two manifestations and ensure that everyone is on the same page. This method also has helped other professionals I work seek me out to ask about implement strategies with other kids they see.
@Robyn_Casillas It really is trial and error, and every team member adds a valuable piece to the puzzle.
I tend to think of things as a puzzle constantly to help me “overcome” any mental barriers I’ve created for myself. So to read your write this really put into perspective the collaboration required from every student who is servicing those with CVI. ESPECIALLY, considering how often CVI is “undiagnosed, underdiagnosed and misdiagnosed” according to Luechk, Chokron, and Dutton (2023).
This really resonated with me, as I am a firm believer that rapport is the most important tool I have with my students with multiple disabilities- my students with CVI. This is why I embed myself within the classroom, their multiple classrooms. I think that this is the only way that I am going to really be able to observe them in multiple contexts and to gain their trust. I think without this rapport all my observation is in vain. This also helps to demonstrate to all staff that I am fully invested in the student and am there to provide my input into any situation. This also always staff to trust me and ask questions, and we all feel “safe” to say, “I don’t know”, or “what do you think”, or to genuinely receive my input.
3. 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?
In my experience, the effectiveness of carryover depends on several factors, including the frequency and quality of communication between adults, the consistency of interventions, and the degree to which all those working with the child, both at school and at home, understand the child’s needs. Collaboration leads to strategies implemented as part of everyday routines at home and in school. These give the child opportunities to practice their compensatory access skills in familiar contexts and meaningful ways. Families and educators need time and opportunity to collaborate to establish goals and help make sure strategies are realistic, relevant, and consistent across various environments.
Communication among practitioners, teachers, and caregivers is vital and allows strategies to be adapted and adjusted as the child develops. Shared documentation tools (e.g., vision support plans, communication logs) enable everyone to stay informed about what works and doesn’t work. Accessible and ongoing training for both families and school personnel helps all involved better understand CVI and how to support functional vision in practical ways.
Time constraints and scheduling challenges have always made it challenging for families and school teams to collaborate effectively. There may not be a shared language or common understanding of CVI and compensatory access strategies, leading to confusion or miscommunication between home and school. Staff training may be limited or inconsistent, with some staff lacking specific knowledge of CVI and unable to provide the same level of support as others. Limited resources or insufficient support personnel may make it challenging to sustain interventions across different settings.
In an ideal scenario, collaboration between home and school can provide a consistent environment with many opportunities for the child to develop compensatory skills. However, in reality, true carryover likely requires planning, strong communication, and a willingness to adapt to overcome various practical and system barriers that are often not unique to one district or school.
I completely agree that we need to meet teachers where they are! They already have so much going on that if we as vision professionals go in with some intervention that is going to take up a lot of their time, we are likely to get some resentment or anger and the teacher will likely not use it. Our job is to meet those teachers where they are and ensure they have simple, easy to follow support that is consistent across settings. Our students rely on that consistency because without it, we wont be helping our students to their greatest potential.
Great post on ways to support those teachers. I often wonder how many teachers don’t use the visual schedule and other tools we provide simply because they don’t understand how to use them.Helpful Questions are also easy ones, like where does your student typically sit in the classroom? Are there things that the student has a hard time seeing in the classroom? Can you point those things out to me? Do you currently use a visual schedule? For what tasks? Once you have seen the student and the classroom several times, you can start to identify some places that you might like to make some adjustments to and offer those to the teachers. But it all starts with understanding where they are at and what they are and are not able to do.
I agree with your statement. Adults and students can sometimes interpret student preferences and reactions differently. For example adults might have the issue of misattributing a student’s lack of desire or difficulty in being able to perform an activity to issues that adults do not prefer rather than it being something to do with the student.
Honoring students’ preferences is not just about the students listed accommodations.
As educators, it is vital to make an effort to pay close attention to how or why students display a certain behavior.since their recognized visual impairments or CVI,since our students often have specific visual needs.
I think that is a brilliant statement - admitting what you don’t know. I would love to create a course titled “Be OK to say I don’t know!” - I get incorrect information all the time from staff and I wish very much they were just comfortable saying they didn’t know! I say I don’t know all the time - but then discuss the information I DO know and it allows for much better engagement with teams to really get the best understanding of student needs. In my older years I have found saying I don’t know is my most effective tool! I don’t know - but I am all about problem solving to find the best answer to provide the best outcome for my students!
I agree with what you are saying - communication is an absolute for best possible collaboration between school and home. I think we need to be very aware of what is going on in the home - socioeconomic factors, family dynamics etc to have realistic expectations of what can be followed up on at home. Many times parents are dealing with more than we know about and it may not always be possible for them to do all the things that ideally would be so beneficial for generalization of learned skills. I am always offering information and keeping parents in the loop - but I try to find the right balance between support and overwhelming - it just depends on the situation.
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?
Over the years as a TVI, I have found that some teachers tense up at the sight of me walking into their classroom before the school year begins. I can sense that they are overwhelmed and are worried they will have “more to deal with” with a student with CVI in their classroom. In essence, they do have more to deal with, but not in a bad way. A student with CVI in their classroom opens up a new way of thinking about the classroom/materials and how to make it accessible.
Before the new school year begins, and sometimes before the prior one ends, I will meet with teachers to review the student and their CVI diagnosis. I try to keep my explanations clear and concise – and leave the door open, both literally and figuratively for questions as they sit with the information. I let them know to contact me with any questions and I check-in frequently before the school year starts.
I really like how the information is organized in this resource. Thinking about the tools and strategies I have used with general education staff to help them understand CVI-related behaviors, I will add this resource to my toolkit. In preparation of the student with CVI entering the classroom, I help the teachers “set up” – materials they will need, ease of retrieval of those materials, proper seating placement, assistive technology (if needed), etc. I work with the teacher to make it easier for them and I notice a shift in their stress levels when they realize I am there to help and not giving them more work. By the end of the school year, some teachers have adopted a variety of tools and strategies for the class a whole – reduced clutter on a page, increased space between objects, higher contrast, etc. They usually end the school year telling me how impactful it was to work with me and teach a student with CVI (or any visual impairment, for that matter) and how it shifted their thinking and perspective on how to teach.
I completely agree with you. Carryover is most successful when strong communication, consistent strategies, and shared understanding of the child’s needs are in place across home and school. Collaboration allows for meaningful, routine-based opportunities to practice compensatory skills, but this requires time, shared tools, and ongoing training. Barriers like scheduling, limited resources, and inconsistent staff knowledge can get in the way. True carryover isn’t automatic—it takes intentional planning, communication, and flexibility to align efforts across environments.
I really appreciate your perspective—it highlights both the complexity of CVI and the importance of shared ownership among the team. Starting with clear education about the difference between ocular and neurological visual impairments is essential, and your approach of being transparent about not having all the answers is powerful. It shifts the dynamic from “expert vs. implementer” to “collaborative problem-solving,” which builds trust. I also agree that focusing on one specific manifestation at a time helps avoid overwhelming staff and gives the team a clear, measurable goal to work toward.
That persistent misunderstanding—that the VI professional is expected to have all the answers—is very real. CVI is not a one-size-fits-all diagnosis, and progress often comes through thoughtful trial and error. Reinforcing the idea that every team member has a role in shaping access strategies helps everyone feel invested and valued.
I have found this area somewhat challenging in many ways but have used many different tools and strategies with staff. I have a student who will enter 4th grade in the fall. I evaluated her half way through kindergarten as she was displaying many characteristics of CVI and had a medical background that put her in the higher risk category. She did receive a medical diagnosis the following summer which supported what was found. In kindergarten, some of the CVI pieces were respected but many were not. She was often viewed as defiant because she would shut down when on overload. She was given inaccessible materials as if she could “see” them but she highly struggled and it added to her shut down times. She struggled to interact socially and would often join groups that already had a maximum number there and comments were made that she couldn’t count. She is extremely bright and has many skills but her CVI highly impacted all access. I don’t recall specific resources I had access to then but I shared whatever I had and discussed how all pieces were related to her CVI.
In first grade there were similar situations. The fact that she could “see” materials made the teacher think she should use them. I believe I shared CVI NOW resources then as they were available but I’m not sure how much the teacher actually viewed them.
In second grade I definitely used CVI NOW as a main resource as it has great information that is designed for parents and individuals who don’t have the background we in the vision field have. I also used CVI Scotland. The classroom placement was not ideal for many reasons and though the teacher did access information, she would research on her own and try to implement accommodations without any consulting and many were not those this student required. One situation was she read that a black surface was best so we came in one morning to find the student’s table covered in black construction paper taped together at the seams. This student had a large table instead of a desk as she had a lot of equipment and needed space. The classroom was very cluttered and there was a lot of noise and movement of students as the classroom management was an issue. This all contributed to very difficult access for this student.
Last year, for 3rd grade, she had a phenomenal teacher and had her best year yet. This teacher took any and all information shared and though didn’t always agree with thinking related to CVI, she respected the expertise of vision staff and adjusted all her instruction and materials accordingly. CVI NOW resources were shared and simulation activities shared by Matt Tietjen were provided where the teacher really took this information to heart and did what the student needed. Throughout the year when resources became available that specifically pertained to this student, they were shared. These were through CVI Scotland, Yellowstone’s Blog and overall observations I had that I felt were related to her CVI. This student loved 3rd grade and loved her teacher and for the first time in school wrote, “I am smart!” She soared socially as she was a true part of this classroom and soared academically as materials were made fully accessible.
Throughout the school, however, others would comment on this student’s defiance or manipulative behaviors. I was able to connect with the principal on this and she allowed me to present on CVI at a faculty meeting. This helped for many but there were still those who felt she has behavioral needs.
The other misunderstanding for all pertained to her academic skills and overall abilities. Many felt there was some underlying additional disability interfering. In the late spring she had a neuropsychology evaluation where it was determined her only needs are related to her visual processing due to CVI. This information will hopefully be helpful in all better understanding her needs.
I have found some these issues related to behaviors and access to be challenging for people to fully understand. Because these kids can actually see (some actually have 20/20 visual acuity) most just don’t get it. It’s almost as if we, as TVIs/COMS have to sell it to the staff. I wish there were a better way.
I agree completely with you on the need for collaboration with families as well as the obstacles that impede that option. I am in touch with parents often and have had the privilege of being invited into homes to assist. Even with those opportunities, the overall impact of CVI and the understanding for parents is hard. It’s a process and needs to be directed by the parents. It’s so important to develop these relationships and even the baby steps mean we are moving in the right direction.
What a great list! I like how easy this is to look at and follow! I find your list of misunderstandings completely accurate and have experienced these regularly. My biggest struggle is the idea that these students are inattentive or defiant. My hope is by using the training strategies listed we can make change in this thinking.