VIDBE-Q Volume 69 Issue 1
or may not accurately interpret a change in depth or a transition from one type of
surface to another (such as moving from concrete to grass). It can be scary and
difficult to navigate a space, especially if it's unfamiliar or busy. Without full and
reliable visual access to the world around them, many with CVI have difficulty
accessing incidental learning - the strategies and skills others can learn simply by
looking around. Students may benefit from being given time to explore a new
space when there is no one else around yet, as well as being provided with support
such as a verbal label, "there is a desk to your right-hand side". An Orientation and
Mobility Specialist can also help to determine if a white cane or other mobility
support could be beneficial for the student to provide them with a tactile cue when
they are close to an item or nearing a change of depth.
CVI can have a big impact on social skill development. Individuals with
CVI may have difficulty looking at faces - which leads to challenges in
recognizing those around them and noticing and accurately interpreting facial
expressions (Dalrymple & Palermo, 2016). They may rely on other compensatory
strategies, such as the familiar sound of someone's footsteps, someone's smell, or
someone's overall features, to help them recognize people. Individuals with CVI
may also use context—for example, knowing that they usually see their speech and
language pathologist in the speech room could help them identify their speech
therapist when they enter that room. One strategy to support access to people is to
