ModMath app for kids with writing issues

ModMath app for kids with writing issues
ModMath app for kids with writing issues

ModMath is a math app that was created by parents, to help their child who has a learning disability and difficulty with handwriting. The free app “provides students a pencil free platform for doing basic arithmetic” equations including addition, subtraction, multiplication and division. Many of our kids with cortical visual impairment (CVI) also have difficulty with fine motor tasks like handwriting. ModMath could be a good option for students with CVI. A bonus would be the ability to color code math equations. The verdict is still out on that, but the question has been proposed.

Husband-and-Wife Team Create Free Math App for Kids With Writing Issues

National CVI Advocacy Call 3/14

A call for CVI advocacy“CVI parents are the busiest parents I know,” Christine Roman says this often. Now, CVI moms are busy working on CVI advocacy. Next up is a national phone call – initiated by a CVI mom – to begin a conversation on improving education and services for our kids with cortical visual impairment (CVI), the leading cause of visual impairment in children in the US.

There is a disservice when it comes to serving students with cortical visual impairment. Our children are denied equal access to appropriate assessments, interventions and services and they deserve better. Join us to begin a conversation about CVI advocacy and improving education and services for our kids.

CVI parents, we need your voices – please join us on the evening of Wednesday, March 14, 5:30 PDT / 8:30 EDT.

Special thanks to American Foundation for the Blind (AFB) for sponsoring this national conversation. Panelists, including CVI parents, will be announced soon.

Click for details CVI Advocacy National Teleconference Call

Wednesday Evening, March 14, 2018
5:30pm Pacific / 8:30pm Eastern

To join this free call:
Dial: 1-866-939-3921
Code: 46438061


CVI-TVI Survey

A group of teachers of the visually impaired (TVI) have created a survey, link below, to find out how colleagues learn about cortical visual impairment (CVI). If you are a TVI, please complete the survey and share with your networks.

We are fellow Teachers of the Visually Impaired who are working with collaborators in a study group to investigate Cortical/Cerebral Vision Impairment (CVI). We are interested in learning more about how our colleagues across the US are gaining knowledge about CVI and how comfortable they feel about addressing this visual condition.

Matt Tietjen and Peg Palmer are TVIs working for BESB (Bureau of Education and Services for the Blind) in Connecticut.

Ellen Mazel is the CVI Program Manager at the Perkins School for the Blind in Watertown, Massachusetts and author of the blog “CVI Teacher.”

We guarantee that we will not use or share any of your personal information, your job or your personal circumstances. All responses will be completely anonymous.

Thanks for your help on this. We really appreciate the time you will take to fill out the following questions.

CVI-TVI Survey

Start Seeing CVI at NIH

Thank you to CVI mom Rachel for sharing your photo and wearing your t-shirt and raising awareness of cortical visual impairment (CVI). Every time you wear your t-shirt, or tell someone “My child has cortical visual impairment” or explain CVI to the 1,000th person who says “I have never heard of that,” you help to raise awareness of CVI.

From Rachel:

image1“At our yearly visit to the National Institutes of Health (NIH). This time they heard all about cortical visual impairment (CVI)—the leading cause of visual impairment in children in the U.S. The medical and educational fields have been slow to respond to kids with cortical visual impairment and CVI moms from across the country are joining together to change this. Here’s to the year of being a CVI tiger mom.”

Rachel shared that this was Henry’s fourth annual visit to NIH. After she provided Henry’s CVI Range Assessment report, the doctors referred to CVI as “central visual impairment” in the discussion that followed.

Share your Start Seeing CVI t-shirt photos on our Facebook page or email your photo and story to

Math modification for CVI

My son is in Phase III CVI (Roman-Lantzy) and attends first grade, in the general education classroom. Schools love to use worksheets for kids to practice math, time telling, word matching, etc. For students with CVI, and their parents, the worksheets are a constant challenge to modify. When modifying for students with CVI, consider the following questions. What is the overall concept being taught? What are the essential elements? Is it critical that a student with CVI spend his visual energy identifying an abstract black and white line drawing? Or is there a different way to teach the concept?

Math modification for CVI
Math modification for CVI

The current math unit is about shapes and the math worksheet pictured recently came home with my son. Short of using manipulatives, my thought was to reduce the complexity of array by covering half of the shape (Roman-Lantzy), and counting in smaller, less visually complex sections (and covering the text at top along with that). In addition we would use preferred color (Roman-Lantzy), yellow, to highlight the word for each shape. The worksheet is on standard letter size paper. Note that the modification is not about enlarging.

In addition to using masking to reduce visual complexity, TVI Matt Tietjen* made the following suggestion:

This is a tricky one! There are a few possible ways to do this. I like the idea of showing part of the worksheet at a time to minimize complexity and I have some other thoughts. Thinking of the vision of a student in Phase III CVI (Roman), here is what I would try first.

– Make four (4) copies of the worksheet if possible, one for each shape. Or take four pictures of it on an iPad or other tablet device.

"find all the triangles"
“find all the triangles”

– On each page, I would focus on just one type of shape (triangles, circles, squares, or rectangles) and ask the student to go through that page and “find all the triangles” and trace each one as he finds it with a colored marker. By tracing each shape as he goes, he is visually “marking” each one that he has already found, which should minimize the visual search load as he continues to search for more triangles (complexity of array, Roman). During this search, you would also use masking to show only part of the worksheet at a time, as originally suggested.

– Once the student is finished finding and highlighting all the triangles on the first piece of paper, he could move onto the next copy of the worksheet and look for only the squares, again marking them as he goes. Repeat the same steps using the other worksheet copies to find squares and rectangles.

iPad "markup" feature
iPad “markup” feature

To do this using an iPad, you could just take four pictures of the worksheet and the student could use the “markup” feature in the native photos application to highlight each shape as he finds it.

This could be one strategy to try if the student has difficulty counting all of the shapes on one sheet.

Thank you, Matt!

*Matt Tietjen is a teacher of the visually impaired (TVI) working in Connecticut and author of What’s the Complexity, a framework for designing an accessible school day for students who have cortical visual impairment (CVI), based on the work of Christine Roman-Lantzy and the CVI Range.