When your child with CVI comes into the classroom, it is often the first time that educators are hearing the words “cortical/cerebral visual impairment.” Training new educational teams or therapists or providers on CVI means learning about the visual brain, CVI Range, guiding principles, CVI behaviors and characteristics, the goals of each CVI Phase, and what CVI looks like for your child. In all of this, the approaches of salient features and comparative language (Roman) can get lost in the mix. Continue reading ““Does the mailman know Santa?””
Category: 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?””