Many strategies for CVI that we see on the internet give us suggestions for visual access in literacy for students with CVI but they slip back into ocular suggestions: good contrast, larger size, reduced glare on the reflective page.
What is totally missed is the important concept that CVI is an issue of visual recognition. If the child has no firm idea of the item in real life, in real 3D form, we simply can’t then go to 2D pictures as a symbolic representation of that item.
Without visual recognition of things in the world, the flat, 2D images are merely squares of color and shape not a meaningful picture representation of anything recognizable.
Children may look at the images but the representation remains meaningless and inaccessible
This is brilliant and gets right to the heart of the issue. But don’t you mean to say “…If the child has no firm idea of the item in real life, in real 3D form, we simply CAN”T then go to 2D pictures”?
That is what is written.
I think it was edited to now say, “can’t.” It was originally written as “can,” which was probably a typo.