facial recognition

What Do iPads Support for Students in Phase III

As discussed many, many times, the strategies for CVI must match the assessment results using the CVI Range (Roman-Lantzy 2007). We never can just randomly apply a strategy because it will not fit the functional visual needs of the child. If it does not fit the functional visual needs, it will not provide visual access and will not foster improvement of cognitive and visual skills.

With that reminder, I was asked about ideas for iPad apps for children in Phase III (Roman-Lantzy). Just providing a student with an iPad does not guarantee access. We need to assess the child, think about their visual needs and carefully use the iPad as a tool to provide that access.

What can be some general needs for students in Phase III?

Color: The student might benefit from color highlighting to draw visual attention to salient features of pictures and text. (Roman-Lantzy)

Light: Backlighting helps foster access to materials especially in 2D (pictures and text).

Latency: There is still a need for increased time for full visual exploration and full visual understanding.

Visual Field: Lower visual fields might be affected.

Visual Novelty: Presenting novel materials might requires salient feature and comparative exploration. (Roman-Lantzy)

Complexity: Complexity affects visual understanding in objects, increased arrays, of faces, and of the sensory environment.

Distance: Near information is more accessible. Distance curiosity is not typical so distance information is missed.

 

How do we want the iPad to support the student in Phase III based on assessed need?

Color:

  • Tools for color highlighting help support salient feature discussion in pictures and text.

Light:

  • Backlighting helps with understanding and easy of access to prevent fatigue.
  • Moving to 2D: taking pictures of their items in the environment and then providing the 2D on the backlighted iPad.

Latency:

  • Provides ability to capture images and videos for longer visual access time.
  • Capturing images can be reviewed as long as needed.

Visual Field:

  • iPad placement is flexible matched to child’s best visual field.

Visual Novelty:

  • Expanded understanding: Example: Here is one kind of mouse in the book but these are all the other kinds of mice.

Complexity:

  • Enlargement: for things at distance, for small items in complexity and for literacy
  • Overall ability to use settings and apps to reduce complexity of images.
  • Studying facial expression in photographs and videos: salient language of faces matched to voice (auditory). There can be instruction about facial expressions that match the auditory information.
  • Salient feature discussion in photographs and text.
  • Increasing spacing of words and sentences to reduce complexity of array.
  • Masking: complexity reduction with tools in Photos.

Distance:

  • Videos on the iPad: to bring information about events and concepts that occur at distance: Example: We are reading about giraffes. I think about providing a child with access to where that animal might live and how they move.
  • Access to distance classroom events: Examples: learning song hand movements for circle time.
  • Community access: taking photographs of signs and environmental materials that can be explored on the backlighted, near placed iPad.
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Overlooking Children in Phase II and Phase III (Roman-Lantzy)

I hear too often that a child can’t have CVI because they can look and reach or can move through the environment. This is incorrect. Children in Phase I are very visually impaired and appear blind. It is easy to understand their visual impairment even for untrained people. Children in Phase II and Phase III, have some visual abilities. The untrained person sees these visual behaviors and mistakenly believes the child can use their vision effectively to learn. It is essential to have an assessment using the CVI Range (Roman-Lantzy 2007) before deciding whether a child has CVI or not. It is only through rigorous assessment around the 10 characteristics that we can determine a child’s functional vision. It is always the children in Phase II and Phase III that are overlooked and under-assessed. Children in Phase II and Phase III sometimes reach, track and move around well but struggle with visual recognition. This lack of visual recognition is the major roadblock to learning. The lower field is often still a problem well into Phase III. Facial recognition is often strongly effected well into Phase III. Children should certainly see an ophthalmologist to rule out any ocular issue but a trained TVI who understands CVI and how to use the CVI Range must do a functional vision assessment using the CVI Range before dismissing CVI. It is the functional visual assessment to identify visual skills in need of support so learning is optimal.

Phase III: Continuing Visual Needs

Looking at the Christine Roman-Lantzy CVI Range (Roman-Lantzy 2007), Phase III is measured as 7-10 on the Range. What visual concerns are still effecting learning? Only careful assessment using the CVI Range (Roman-Lantzy) and the CVI Extension Chart (Roman-Lantzy) can identify these needs.

  • Latency for understanding: students may still need extra visual exploration time to understand what is seen especially the flat 2D literacy materials and symbols and at distance.
  • Students benefit from the support of salient language and labeling that capitalizes on auditory skills to support visual recognition.
  • Lower visual fields might still be effected in Phase III and should be assessed to ensure safe movement through the environment.
  • Visual novelty still effects visual recognition. The student benefits from having newer learning based on the familiar materials. Presenting new materials to teach new learning presents an extra challenge that might impede learning.
  • Complexity of all kinds effects children in Phase III: complexity of array, sensory complexity, facial complexity and complexity of backgrounds, still might limit access to learning and social information.
  • Distance learning requires support because these students are often “close lookers” and lack typical visual curiosity at distance.
  • Although lightgazing may have disappeared as a visual behavior, children benefit from backlighting for 2D understanding and other learning.

Youtube Lecture: Recovered Sight: Michael May

Understanding Blindness and the Brain (Brian Wandell, Stanford University)

I think you might find this one fascinating! Michael May lost vision as a child and regained it in his 40s. As he regains sight, there are so many CVI characteristics he experiences!

https://www.youtube.com/watch?v=VVgfC_FV2hI

Respectful Interaction Given Reduced Facial Regard and Facial Recognition

Children deserve to know who is in their environment, who is being addressed, how a person will be interacting with them and what to expect.

Here are some ideas for respectful interactions with children with CVI given that they often lack facial regard and facial recognition.  With consistent use of these methodologies, trust will build and learning will be enhanced.

  • Alert John to incoming message by stating his name before asking a question or making a statement.
  • Introduce yourself by name and salient feature when approaching.
  • Tell John what you will be doing together and what material he might see.
  • Tell John what part of his body will be touched and give a touch cue before moving that body part. To learn more about touch cues see Project SALUTE: http://projectsalute.net/Learned/Learnedhtml/TouchCue.html