Background information to understand CVI

Scoring the CVI Range Reliability Workshop

This face to face workshop with Dr. Sandra Newcomb is a wonderful and rare opportunity for parents and professionals to practice assessment using the CVI Range (Christine Roman-Lantzy)

The bedrock of service to students with CVI is the accurate assessment of their functional vision using the CVI Range.

This workshop will be held at Perkins School for the Blind in Watertown, Massachusetts on November 3rd and 4th, 2017.

I know when I was learning about CVI, the hands-on practice with other professionals increased my assessment skills and therefore improved the reliability of the results of that assessment of my student’s functional vision. I could be confident that I was scoring it correctly, identifying the correct needs and then providing the correct interventions.

Advertisements

The What’s the Complexity Framework: Designing a Visually Accessible School Day for the Child with CVI

This is an online CVI related class through Perkins elearning conducted by Matt Tietjen.

October 23rd to December 10th, 2017

It provides educators with 35 ACVREPs, 35 PDPs, 35 CEs, or 3 Graduate Credits

Matt is a passionate and gifted practitioner serving students with CVI in all Phases (Roman-Lantzy). He recently developed this framework to help teachers, TVIs, therapists and parents assess the complexity of visual presentations, learning activities and learning environments for students with CVI. I signed up to learn more about this important new tool for my work with students.

Here it the description:

“We will study the characteristic “Difficulty with Visual Complexity” in-depth, explore its central relationship to the other characteristics, and examine the ways in which it can impact behavior and access to education for a child with CVI. Our study of visual complexity will integrate the literature on cortical and cerebral visual impairment.

Participants will learn how to use The What’s the Complexity Framework in order to evaluate the complexity of school environments, tasks and materials and to guide educational teams in creating more visually accessible, appropriate learning activities for children with CVI.

In addition to learning how to rate the complexity level of a particular environment or education task, we will also emphasize the importance of balancing the complexity of the environment and task in each activity, managing cumulative complexity and visual fatigue throughout the school day, assessing interpretation of two-dimensional images, and providing direct instruction in salient features.”

http://www.perkinselearning.org/earn-credits/online-class/cvi-complexity

Rebecca Davis: Parent blog

Please check out the latest parent blog: CVI Momifesto at

https://cvimomifesto.com/?wref=bif

The subtext of the blog is “Building a Community of Parents of Children with CVI”

Historically, it is the work of parents, organizing and advocating that causes changes in the service to children. I think of the work of parents of children with autism as they organized and advocated for better research, better identification, better funding and more paid services for their children. The parents of children affected with RETT syndrome and related disorders are another wonderful model group for parent advocacy. They came together to advocate for awareness of RETT syndrome, RETT research and funding and they created assessment centers all over the country to serve their children.

Parents with children affected by CVI need to do the same. They need to come together with one voice that will bring the topic of CVI to the forefront. I monitor many Facebook pages that parents have created. They share heartbreaking stories of navigating the misinformation from medical professionals and educators as they seek the best services for their child.

The information about CVI is now decades old and building everyday. Why does it fall on the shoulders of parents with the least free time to organize this effort to help medical professionals and educator understand CVI and how CVI affects learning?  Professionals who understand CVI are out there but they are not sitting at your child’s IEP. That is where the advocacy must begin.

As parents and professionals who understand CVI, let’s begin to build the documented evidence for the IEP process that fosters the diagnosis of CVI. Let’s make sure the students are assessed using the correct tools such as the CVI Range (Roman-Lantzy). Let’s make the CVI Endorsement (through Perkins School for the Blind) mandatory for professionals working with each child. Let’s make sure there is not “vision time” but consideration of visual needs around the day and across the curriculum.

Check out Rebecca’s blog!

 

Computer Object Recognition

I saw this Ted Talk about computer object identification.  It got me thinking about its use for people with CVI. It can programmed to find specific classes of things, creates a box around the object and provides a written label. If it could be programmed with an auditory label, it would be so helpful for people with CVI to find items in complex situations. (Find my shoes”, “Who is this person?”) Some of the uses shown here would be too complex but with a specific application for people with CVI, this seems like a great tool! If it could be programmed to identify people, that would help with facial recognition difficulties too.

Wonderful to think about technology for people with CVI since complexity remains an issue even into Phase III (Roman-Lantzy)!

Joseph Redmon

How computers learn to recognize objects instantly

How Do You Know If You Have a CVI Competent Teacher of Students with Visual Impairments? Importance of the Perkins-Roman CVI Range Endorsement

How would parents, teachers and administrators know if they have a teacher of students with visual impairments (TVI) who is knowledgeable and competent to work with children with CVI? This has been huge and frustrating problem for years.

TVIs have been slow to educate themselves to serve these students with CVI effectively even when their caseloads have shifted to include many students with CVI. TVIs might attend a lecture or two and mistakenly think they have “competency” in CVI. The TVI who attends a weekend lecture about CVI, leaves with partial knowledge and few abilities to accurately assess, accurately program or to accurately create appropriate interventions for their students with CVI. They are even more dangerous than the TVI with no understanding!

Most graduate teacher training programs for teachers of students with visual impairments do not include CVI as a core competency area. Due to this, even now, new teachers of students with visual impairments leave graduate programs with little to no understanding of CVI yet take jobs in the field where 60% or more of the students have CVI!

To solve the problem of who has CVI competence and who does not have have CVI competence there is now the Perkins-Roman CVI Range Endorsement in place at Perkins School for the Blind: http://www.perkinselearning.org/cvi-endorsement

For this Perkins-Roman CVI Range Endorsement, a teacher of students with visual impairments must prove their competency for CVI. They must take a knowledge test about CVI. They must prove experience with students with CVI by providing letters of recommendation. They must prove their ability to assess 2 students seen in videos using the Christine Roman-Lantzy CVI Range. The CVI Range is the only assessment tool for CVI with reliability. (See Dr. Sandra Newcomb: Reliability of the CVI Range Journal of Visual Impairment & Blindness, October 2010, © 2010 AFB).

We now have a way to “check” a professional’s competence in a directory of endorsed professionals: http://www.perkinselearning.org/cvi-endorsement/specialists?field_location_taxonomize_terms_tid=All&field_name_address_country=All&page=2

I always want a competent professional to work with my students with CVI and now add this statement to my report recommendation list:

Recommendations:

Services of a Certified Teacher of Students with Visual Impairment (CTVI) who is CVI Endorsed:

John will benefit from direct and consult vision services weekly from a certified vision professional who understands CVI.  To assure this competence the TVI must be CVI Endorsed: See the Perkins-Roman CVI Range Endorsement http://www.perkinselearning.org/cvi-endorsement Look in the search bar to access the directory of endorsed professionals: “Search for Specialist”. This will assure that the assigned TVI understands CVI, understands the effects CVI have on John’s learning and is trained to assess CVI using the Christine Roman-Lantzy CVI Range. John will benefit from environmental and materials modifications, methodologies and accommodations to support his visual functioning around all characteristics of CVI. The TVI will help build compensatory skills throughout the curriculum and support building advocacy for John’s independent learning. Every year at change of classroom, the TVI should provide an overview of the concept of CVI and provide a detailed explanation of how CVI effects John’s visual functioning.

To find endorsed professionals, you can visit the directory of professionals that have achieved this competence. It is growing daily nationally and internationally.

 

Teachable Moment: Color Highlighting

I did this Teachable Moment for Perkins School for the Blind. It discusses some ideas of how to use color highlighting to help with visual motor skills for children with CVI.

You can find it in Perkins eLearning

http://www.perkinselearning.org/videos/teachable-moment/color-highlighting-children-cvi

Visual Experience, Experience, Experience

For science nerds like me!

“Neuroscientists Reveal How the Brain Learns to Recognize Objects”

https://www.sciencedaily.com/releases/2010/09/100922121937.htm

This article comes from work being conducted at Massachusetts Institute of Technology (MIT). They are studying how humans process visual information for recognition so they can design artificial visual systems. It seems vision is such a complex process! I think parents and teacher have understood this for years!

This great article that drives home the brain’s need for repeated experience to build visual understanding. The brain must have repeated experiences with objects in different kinds of positions, perspectives, lighting, size and distance. It reminds me to provide my students with real objects in repeated, predictable routines to build familiarity. It reminds me not it only present iPad visual targets that can’t be manipulated. The child builds visual recognition from the presentation of objects in multiple positions to view multiple perspectives. If the child is not able to manipulate material themselves, we must provide that varying visual perspective.

This is a reaffirmation of the characteristic of Novelty that Dr. Christine Roman-Lantzy discusses (Roman-Lantzy CVI Range 2007)

 

 

Seeing Movement

Here is an interesting video about a woman with a brain injury. As she recovered some sight, she is first able to see rain since it was moving. She progresses to seeing other kinds of things moving in the world. Movement is so important for some children with CVI!

Blind Woman Who Saw Rain

https://www.youtube.com/watch?v=9ABQ-U6V0tY

 

Perkins School for the Blind CVI Symposium April 7, 2017

Spread the word about this important event! It filled very quickly last year so sign up if you are interested.

CVI Symposium: Best Practices and Current Research presented by experts in CVI

Held at Perkins School for the Blind in Watertown, Massachusetts

Friday, April 7, 2017 8:30 sign-in, presentations 9:00-4:30 

$100.

6.5 ACVREPs, 6.5 PDPs, 6.5 CEs

There will be discussion about current research and best practice related to brain-based visual impairments.

From the website:

Topics and Presenters include: (with more to be confirmed)

  • Visual Processing and the Impact of Damage: What We Know and How We Know

Lotfi Merabet, O.D., Ph.D., MPH

Presenter TBD

  • Collaborative/Coordinate Care – The Importance of an Effective Team

Anne Fulton, Ophthalmologist

Rebecca Davis, parent

Ellen Mazel, Ed., CTVI

  • Literacy and O&M from Phase I to Phase III

Christine Roman-Lantzy, D.

Matt Tietjen, M.Ed., CTVI

Find out more at:

http://www.perkinselearning.org/earn-credits/onsite-training/cvi-best-practices-current-research

I believe this will also be available to watch after the symposium.

Picture Accessibility for Children with CVI

In my work with children, I am often asked about the accessibility of pictures, icons and line drawings as communication systems for children. I especially struggle to be an effective voice around accessibility when my children with CVI look towards pictures but never use central vision to actually “see” and “understand” those pictures. I try to support my opinions with inservice simulations about peripheral looking, as it only provides visual information about general color and general shape. To understand objects, pictures, ions and line drawings, the child must look directly at the image using central vision and shift to the picture’s elements to understand it. At MIT, there are several labs that study various aspects of visual processing. I found this book and ordered it on Amazon for $10. I am finding it so helpful!

Looking into Pictures: An Interdisciplinary Approach to Pictorial Space by Heiko Hecht