VIDBE-Q Volume 69 Issue 1
images, realistic black and white images, or abstract black and white images)
(Manley et al., 2023)? Perhaps the student can look at all materials, but only
recognize one specific form. Perhaps the student can identify simple images but
has difficulty interpreting more complex images or scenes, or cluttered
presentations. Through assessing a student's recognition skills, the ideal types of
materials can be determined and presented, to ensure the student has access.
CVI also impacts a student's ability to interact with their materials. Students
may have difficulty reaching accurately for materials, such as using the appropriate
hand shape and accurately interpreting the location of the item (Chokron & Dutton,
2016). Visual motor skills can also be affected by how the item is presented, such
as how many items are shown at a time, what the item looks like, and how familiar
it is. Individuals with CVI sometimes have difficulty with using multiple senses at
once. For example, it can be difficult to look at an item while holding it or looking
at it while either listening to someone talking or to any auditory output from the
item itself (Dutton, 2015). Individuals with CVI may benefit from having time to
explore an item using just one sense at a time.
Navigating environments and understanding spatial locations can also be
difficult for individuals with CVI (Chokron & Dutton, 2016). Walking into a room
and visually seeing and interpreting who is there, what is in the room, and where
all the furniture is located, can be difficult. An individual with CVI may not notice
