Division on Visual Impairments

VIDBE-Q 62(4) Fall 2017

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.

Issue link: http://dvi.uberflip.com/i/913369

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Page 18 of 41

18 VIDBE - Q Volume 62 Issue 4 Holli Luff Holli Luff TVI in Training University of Nebraska - Lincoln holli.luff@gmail.com This past summer I had the opportunity to work with Alice, a nine - year - old girl diagnosed with cerebral visual impairment (CVI) since birth. Children with CVI often have other disabilities and learning delays in addition to their visual impairment and Alice was no different. She was within phase 3, bu t had recently progressed to a total loss of vision. When I started working with Alice, her mother informed me that Alice had not reached her "educational plateau" and was still capable of comprehending and retaining information, this was very exciting but I still did not know enough about CVI to know how important that was. Alice did have some functional vision that we used to our advantage during instruction. She was reading at a kindergarten level, but this did not affect her love of learning and great s ense of humor. Reading Program The University of Nebraska - Lincoln (UNL) requires a course for anyone at the undergraduate or graduate level wishing to earn a teaching endorsement in elementary (K - 6) or secondary (7 - 12) education and special education. This course has a practicum experience in the Kit and Dick Schomker Reading Center. The university students use explicit instructional strategies to provide tutoring two times per week to students from a Working with CVI in Reading and Writing

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