CVI 101

Big Idea: Students with CVI can make improvements in their ability to access their environment visually if interventions that are specific to their needs are made and implemented consistently.

Definition of Cortical Visual Impairment- a type of brain-based visual problem to which specific criteria can be applied:

• An eye exam that does not explain the individual’s functional use of vision

• A history of a brain condition, trauma, or damage associated with CVI (ex. Cerebral Palsy)

• The presence of certain visual and behavioral characteristics (listed on next slide and described below)

The 10 Characteristics of CVI (click here for more detailed information on each characteristic):

o Color preference

o Need for movement

o Visual latency

o Visual field preferences

o Difficulties with visual complexity

o Need for light

o Difficulty with distance viewing

o Atypical visual reflexes

o Difficulty with visual novelty

o Absence of visually guided reach

Each student at High Point with CVI has been assessed using the CVI Range and will have a score on their IEP. Scores will be in one of three phases (click each phase for specific interventions):

• Phase I: Building visual behaviors (Ranges 0 to 3)

• Phase II: Integrating vision with function (Ranges 3+ to 7)

• Phase III: Refinement of remaining characteristics (Ranges 7+ to 10)

Interventions are chosen based on the information collected by the CVI Range Assessment and what phase their score falls in. Specific adaptations are listed on every student's IEP. Please contact me with any specific questions about scores and adaptations. Some at home ideas are under each phase page.

Progress in moving up the range is affected by:

• Consistency in the use of accommodations and interventions

• Cognitive level

• Extensive illness or seizure activity can delay or even reverse progress

• Brain plasticity is likely present to adulthood, but not to the degree as in infancy. Older students have learned to rely on their other senses and may resist use of the unreliable visual system. Their progress may also be slower. This is to highlight the need for early identification and intervention.

Again, leaving you with this main idea: Students with CVI can make improvements in their ability to access their environment visually if interventions that are specific to their needs are made and implemented consistently. For some this improvement may be small, but any improvement is to be celebrated!