Day: February 7, 2016

Improved Visual Motor: Self Feeding

From our CVI assessment, we understand how important light is to Julie, age 10.

Julie enjoys eating and will finger feed completely without looking.  She finds the food using her tactile skills only.  It will be impossible to move to increase her eating skills using a fork or spoon if she is not looking at the visual target of the pieces of food.

When the lightbox is used with a clear plastic plate, Julie alerts, looks to the pieces of popcorn and sustains gaze while looking and reaching!  Her reach is direct, targeted and accurate to the popcorn. Just wonderful to see this immediately!

JA lightbox

(We ordered a large, clear plastic tablecloth that we can cut up to protect the lightbox).

Lightbox available free through American Printing House for the Blind if your child is registered as legally blind.  Ask your TVI to order it for you!

No Diagnosis of CVI?

I am not a doctor and would never assume to be qualified to give a diagnosis of CVI for any child in my care. I do observe children’s visual behavior and suspect cortical/cerebral visual impairment.  I try to steer the families to ophthalmologists that understand CVI and make sure I provide the doctor with detailed observations and assessment results. I do this in the hopes that the diagnosis of CVI will be made. But I can not wait for a diagnosis. I must conduct this assessment of visual factors that greatly influence child’s ability to learn. It is my job as a teacher to students with visual impairments to provide detailed functional vision assessments.

In my functional vision report, here is the language that I use:

“Given the assessed ocular health of XXX’s eyes, the positive history of brain involvement, complex visual developmental history and reduced functional vision for learning and accessing the environment, XXX was educationally assessed (name the tools used). Functional vision observations focused on the these recognized characteristics of brain based visual impairment: This is not meant to serve as a diagnosis, only as educational observations that will lead to increased access to visual learning and to the creation of strategies and environmental supports to build vision use”.