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CVI vs. the school bus

CVI vs. the school bus
CVI vs. the school bus

The end of school year field trip is coming up. That means the topic of the school bus comes up too. For children with special needs, the school bus can be complicated. At least in our school district, there are a host of problems. Late or missing school buses. Ill equipped buses. Not to mention the potential for problems when it comes to sending your child who is at risk for seizures, off on the bus. My son who has cortical visual impairment (CVI) no longer rides the bus to school. So when field trips come up, we talk about the bus. Nowadays, the only thing he likes about the school bus is preferred color yellow (CVI ten characteristics, Roman). Continue reading “CVI vs. the school bus”

Hiking with a CVI perspective

Hiking with a CVI perspective
Hiking with a CVI perspective

“Stay on the right side of the path…”

Most of the time, regardless of the season, we hike at least once a week. If you were trailing along behind us, you would hear me calling out different iterations of the phrase, Stay to the right... Over and over, often in short succession. Continue reading “Hiking with a CVI perspective”

“Guess Who?” game in Phase III CVI

IMG_9685This one is just for fun, because kids with CVI like to have fun. We can play a game and approach it from the perspective of cortical visual impairment (CVI). A good friend recently gave Jasper a game called “Guess Who?” My worry was that it was about recognizing facial expressions. Turns out it is more about recognizing visual details than expressions. And turns out that my son adores this game. Continue reading ““Guess Who?” game in Phase III CVI”

“Does the mailman know Santa?”

Does the mailman know Santa?
“Does the mailman know Santa?”

As parents, and especially as parents of children who have cortical visual impairment (CVI), we worry about many things. One of the things we worry about most is knowing that our child’s unique educational needs are not being met and supported. In those first years, that critical period of neurodevelopment, parents work hard to get a CVI diagnosis, a CVI Range assessment (Roman-Lantzy), and improve their child’s use of functional vision. We become fluent in the language of CVI. We color highlight, strictly adhere to complexity of array, and speak in salient features. Only to hand our child off when it comes time for transition to public school, and our well honed educational approaches fall by the wayside. Worksheets are highlighted in anything but preferred color yellow. Reading materials are simply enlarged instead of modified. The silhouettes of abstract black and white line drawings are quickly highlighted in whatever color marker was handy. We spend our time arguing with school district administrators about the need to include salient features and comparative language in the IEP (Roman). And the critical question to my son’s learning, What do you see? goes unasked, day after day, for the entire school calendar. Continue reading ““Does the mailman know Santa?””