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not able to yet complete tasks typical of a CVI assessment. Guidance is given
to the reader on how to interpret the ongoing assessment into current
intervention plans. The Key Elements of Intervention for a young child provide
the reader with a specific list of strategies that are invaluable to successful
intervention with young children.
Chapter 21 suggests ways to assist children with CVI and additional
disabilities to learn how to utilize their vision. Steendam offers an extensive
list of assessment goals and intervention methods that have been successful
in teaching students with CVI and additional disabilities to understand their
vision and therein use it successfully. Steendam shares with the reader
rapport building techniques and intentional instruction strategies for
implementing visual practice.
The approach taken in chapter 22 is from the parent prospective of
ways to work with children with CVI. Cockburn and Dutton recognize the
wealth of information that can come from parents who have learned the
strategies that work and do not work for children with CVI. This chapter gives
the reader specific approaches, utilized by parents that have worked with
some children with CVI.
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