“CVI Adaptations: Bubble Words in the YouDoodle App”

"CVI Adaptations: Bubble Words in the YouDoodle App"
“CVI Adaptations: Bubble Words in the YouDoodle App”

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””

Everybody’s talking about salient features

Everybody's talking about salient features
Everybody’s talking about salient features

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”

Text Project, a tool for getting started with salient features

The Text Project, Animals of All Shapes and Sizes
The Text Project, Animals of All Shapes and Sizes

Salient features and comparative language are critical strategies for children who have cortical visual impairment (CVI) (Thank you, Dr Roman-Lantzy). For my young son who has CVI, I always tell educators and new team members, These strategies – salient features and comparative language – are how my son learns to make sense of what he is looking at. These strategies are how he learns to make visual sense of the world. Figuring out salient features is harder than you think. The website, Text Project, Word Pictures can be a good place to start. Thanks to Judy Endicott for sharing  this resource. Continue reading “Text Project, a tool for getting started with salient features”

“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?””