Increasing awareness of cortical visual impairment (CVI), the leading cause of visual impairment in children
Many children with cortical visual impairment (CVI), struggle with math concepts. In turn, teachers struggle with how to make these concepts accessible to their students with CVI. This article in The Atlantic, Why Kids Should Use Their Fingers in Math Class, on math, and how math plays out in the brain, helps paint a picture of why students with CVI may be struggling. Continue reading “CVI and math: “Why Kids Should Use Their Fingers in Math Class””
In 2012, reading Cortical Visual Impairment: An Approach to Assessment and Intervention for the first time, was not about reading about a complex neurological condition. As the parent of a child with cortical visual impairment (CVI), reading that book, was reading about my son. It was somebody describing my child to me. Everything that he did, all of his behaviors, came into focus and made sense. Ever since, I have continued to learn as much as possible about my son’s cortical visual impairment. Continue reading ““Cortical Visual Impairment: Advanced Principles””
Leaving the Pacific Northwest and Seattle, the place that was home for twenty five years – twenty five years – does not feel like failure. Instead it feels like doing the right thing for my child. It feels like exhaling for the first time in nearly eight years, since my son’s diagnosis of cortical visual impairment (CVI). Continue reading “Moving mountains”
One of the most common questions from parents of children with cortical visual impairment (CVI) is, how do I approach literacy? Below is a link to a post from a CVI mom on how the “whole word” approach to literacy, developed by Christine Roman-Lantzy, and how to create “bubble words” in the YouDoodle app. Continue reading ““CVI Adaptations: Bubble Words in the YouDoodle App””
For children with cortical visual impairment (CVI), learning to visually identify salient features is a critical skill to making progress. These days we know that best practice is to incorporate salient features language earlier rather than later, while being mindful that our language does not compete with a child’s ability to use vision (Roman-Lantzy). Salient features are those two or three word descriptors that define an object, that are the essence of that object. Cupness. Treeness. That favorite hanging toyness. Mommyness. Continue reading “Everybody’s talking about salient features”
Start Seeing CVI 