A group of teachers in the Deafblind Program at Perkins School for the Blind presented an hour-long webinar on various aspects of literacy for children with deafblindness: Literacy Adaptations for Students Who Are Deafblind with Christa Hulburt, Ira Padhye, Megan Connaughton, and Marguerite Bilms.
Cortical Vision Impairment & Adaptations For Literacy
by Marguerite Bilms, M.Ed
Neurological condition where vision impairment is caused by abnormalities in the brain and visual processing.
Coexisting ocular conditions may be present
Where Do We Start?
CVI Range: Overview
1-2: Student functions with minimal visual response.
3-4: Student functions with more consistent visual response.
5-6: Student uses vision for functional tasks.
7-8: Student demonstrates visual curiosity.
9-10: Student spontaneously uses vision for most functional activities.
Characteristics of CVI & Impact on Literacy
Classroom Enviornments – Accommodating a Learner with CVI
- Controlled Lighting
- Controlled Noise
- Low Complexity
- Be conscious of glare on materials
- Black shower curtains
- Black curtains
- Black foam board
Be aware of what you wear
You can still be stylish!
- Main Concept of Page (lion)
- Scan, Cut, Internet, Draw (drawn)
- Simplify (removal of line shading on lion)
- Low Complexity (yellow on black)
- High Contrast (bright paper on black background)
- Focus on Consistent Vocabulary (“lion”, “yellow”, “roar”: combinded or isolated)
- Create a Story Box (add concrete objects and / or tactile components)
Some Suggested Materials
- Construction Paper (Black for background, color for pictures)
- Mylar (shiny, reflective) (Gift bags, wrapping paper etc.)
- Lamination Sheets or Poster Board (Be aware of glare)
- Binding Rings
- Hole Punch
- Hot Glue
- Tactile Components
Remember … Be Creative!
Roman-Lantzy, C. (2007). Cortical Vision Impairment: An Approach to Assessment and Intervention. AFB Press.