The child has limited visual attention. He does not look at many items and the looking is very, very brief. The child enters school and icons, that very symbolically represent materials, are chosen to be used for his communication system. How does this make sense?
- The child is not looking at 3 dimensional things in their environment therefore can’t build visual recognition of real 3D items. The can’t see the backpack and jacket in real life and recognize them. On the device, these icons appear. They are 2 dimensional and represent these things. How is the child expected to connect the 2D symbol to an 3D item they can’t look at and can’t recognize??
- This child is very visually impaired yet pictures are used??
- The child, if they can locate items, can only tolerate looking at a 3 dimensional item one at a time, yet they are presented with a HUGE amount of symbols on a communication system.
- The child can only look at items that move yet symbols are presented as stable items??
- The child is constantly told to “look” using central vision, yet it is their peripheral vision which is the most functional.
- The child is presented with 2 dimensional pictures the represent part of an object (which they can’t recognize in 3 dimensions!). I had to struggle with this one below.
Teachers of students with visual impairments who understand CVI and how to assess CVI must work hard to help teams understand this disconnect. Without the vital information gained from the CVI assessment of functional vision, the communication device materials and other 2D learning materials are inaccessible. Would we ever do this to a child with an ocular impairment?? I don’t think so!