VIDBE-Q Volume 69 Issue 1
let them know an item is being presented. Environmental factors, such as noise,
distracting movement, or clutter, can impede a student's ability to attend to an item
and these same factors can also cause visual fatigue. There are often multiple
supports that need to be in place for a student to be able to access their vision. If
one or more of these supports are not in place, a student might need to rely more
heavily on alternative strategies, such as their compensatory skills. Providing a
multisensory approach to learning allows the student the ability to use multiple
sensory channels and strategies to access their materials.
The visual recognition assessment area measures the student's ability to
visually recognize items and determines which compensatory strategies the student
is using to support or solidify their recognition. Some individuals with CVI mainly
rely on their visual skills and use their compensatory strategies as supports. Others
rely mostly on their compensatory strategies, such as mainly relying on touch or
hearing to recognize their materials.
CVI impacts a student's ability to access their learning materials. Through
conducting a CVI evaluation, a Functional Vision Assessment, and Learning
Media Assessment, the TSVI can determine the most accessible and appropriate
types of materials for the student (e.g., real objects, two-dimensional images, print,
or braille). For example, if the student can recognize two-dimensional images,
what type of 2D is best (real photographs, colored realistic images, colored abstract
