Addressing the Needs of Students with Cortical Visual Impairment (CVI) and Complex Communication Needs (CCN) in the Classroom Setting
Do you work with children with Cortical Visual Impairment who have Complex Communication Needs and want to gain the tools that will enable you to better support them as part of an interprofessional collaborative team?
This 2 day workshop is directed to teachers and other professionals who work with children with CVI who have Complex Communication Needs and want to learn how to identify children who have not been yet diagnosed with CVI, and most importantly, learn how they can use the information from a CVI Range Score Assessment, combine it with other assessment results (language, literacy, etc.) and work as a team to identify the accommodations and strategies that will support the creation of an Intervention Plan that will promote the use of children’s vision and facilitate their learning, language and participation.
Dates and Time: June 20-21, 2023. 9:00 a.m. – 4:00 p.m.
Location: Crocker Middle School (Adjacent to The Bridge School), Room # TBD
Cortical Visual Impairment is the leading cause of visual impairment in developed countries. The incidence of CVI among students with special needs is especially high among students with multiple disabilities. This condition is often undiagnosed and untreated due to lack of information on the part of professionals and parents. It is critical that professionals recognize the characteristics of CVI and learn to identify students with this condition, ask parents to refer their child to the appropriate medical team for a vision assessment and diagnosis, and then develop an assessment and intervention plan aimed at addressing the academic, communication and social needs of their students.
- Give 3 reasons why professionals who work with children with disabilities need to know about cortical visual impairment and its potential impact on child development.
- Discuss why early identification of CVI is so important and why children with CVI are expected to improve in their use of functional vision over time.
- Explain why Interprofessional Collaborative Practices (IPCP) and family-centered approaches are critical in the management of children with CVI over time.
- Give examples of classroom interventions
- Teaching Strategies
Eligibility for Professionals
- Professional or pre-professional (student) in the field. Examples, but not limited to: Special Education, Speech-Language Pathology, Teacher of the Visually Impaired, Occupational Therapy, Physical Therapy, Psychology, Medical (e.g., Ophthalmology, Pediatrics), etc.
- Experience/interest in working with children with severe physical and complex communication needs
- Some previous knowledge of CVI and its impact on students’ development
Pre-requisites for Participants
- Be familiar with content of Cortical Visual Impairment: Advanced Principles by Christine Roman Lantzy. You will be given an on-line self-assessment to determine basic knowledge/experience level.
- Register: https://cvi.bridgeschool.org/webinars/archived-webinars-registration/ and watch the following The Bridge School archived webinars:
- Visual and Behavioral Characteristics Associated with CVI with Dr. Christine Roman-Lantzy
- Understanding the Phases Associated with the CVI Range with Dr. Christine Roman-Lantzy
- CVI and Its Impact on AAC: Issues and Considerations A Panel Discussion with: Aileen Arai, Gabriela Berlanga, Sarah Blackstone, Ph.D., Krista Wilkinson, Ph.D.
- Familiarity with The CVI Range assessment found at: https://pcvis.vision/educators-and-therapists/