Division on Visual Impairments


A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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Page 30 of 89

VIDBE-Q Volume 66, Issue 2 31 expressed in three Phases of severity. Results of the CVI Range can be used to support student-centered educational program development, with implications for adaptations and modifications across activities and skill domains. Many children with CVI also present with additional challenges, including complex communication needs, physical challenges, and/or hearing loss (deafblindness). The 2019 National Deaf-Blind Child Count (NCDB, 2020) reports that approximately 29% of children and youth (age 0-21) identified as Deaf-Blind have cortical visual impairment, while an additional 16% are unknown as to whether or not they have CVI. Communication interventions for students with complex communication needs and visual impairments/deafblindness should be informed by the results of collaborative and multi-disciplinary assessment, including expressive communication assessment, functional vision assessment, learning media assessment, functional hearing evaluation, and/or fine/gross motor skill assessments (Rowland, 2009). The Communication Matrix (Rowland, 2004) is an assessment of early (pre-linguistic) expressive communication development appropriate for use with students who have complex communication needs and/or sensory challenges including deafblindness (Rowland, 2011). The Communication Matrix is widely used for assessing the current expressive communication levels of any child who is communicating on a pre-symbolic level, and results can be used

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