VIDBE-Q Volume 65 Issue 1
Diane Sheline, M.Ed., TVI, Independent Consultant for
Students with Cortical Visual Impairments,
strategytosee@gmail.com
We now know that Cortical Visual Impairment (CVI) is the leading
cause of bilateral visual impairment in children in Western countries (Good,
Jan, Burden, Skoczenski, & Candy, 2001). We also understand that
because of visual plasticity, we often can see a more positive outcome
regarding functional use of vision, when we encourage the student to use
vision often and consistently. When a student with CVI has had a thorough
assessment, such as with the CVI Range (Roman-Lantzy, 2018), team
members often have a better understanding of visual functioning level and
are therefore better able to make appropriate adaptations to the
environment, modify teaching materials, use strategies and plan
appropriate instruction which meets the student's visual needs. When
appropriate use of strategies and techniques are used by the student's
entire team, there are more opportunities for the student to use vision
CEC's DVIDB Preconvention Workshop: Implementing Effective
Instruction for Students with Cortical Visual Impairments - Moving
from Assessment to Intervention
