PRESENTED BY THE MICHIGAN DEPARTMENT OF EDUCATION-LOW INCIDENCE OUTREACH CORTICAL VISUAL IMPAIRMENT...

PRESENTED BY THE MICHIGAN DEPARTMENT OF EDUCATION-LOW INCIDENCE OUTREACH CORTICAL

VISUAL IMPAIRMENT MENTOR TEAM

CHAESA MACWILLIAMS CMACWILLIAMS@TBAISD.ORG

NAOMI WELBORN NAOMI.WELBORN@OAKLAND.K12.MI.US

ACCOMMODATIONS AND INTERVENTIONS FOR ALL PHASES OF CORTICAL VISUAL

IMPAIRMENT(CVI)

MDE-LIO MENTOR TEAM

Established in 2012

Goal of the Mentor Project

Under the direct supervision of Dr. Christine Roman-Lantzy

Dr. Christine Roman-Lantzy author of Cortical Visual Impairment: An Approach to Assessment and Intervention (Roman-Lantzy 2007)

Leading researcher and specialist in Cortical Visual Impairment

CORTICAL IMPAIRMENT VS. OCULAR IMPAIRMENT

FIELD PREFERENCE

“Proper positi oning and acti ve movement are essenti al to increase the child's parti cipati on in the environment. Children with both cvi and additi onal motor defi cits expend disproporti onate eff ort on head and trunk control, which can result in decreased visual abiliti es (genti le, 2002). Many children with decreased trunk or head control require special positi oning support so they do not use up their limited focus and energy toward maintaining a safe and upright positi on. Because of neurological connecti ons between the child's body positi on, movements, and vision, appropriate and varied movement experiences are essenti al components to opti mizing visual capacity” (baker- nobles, 1995). From : A Team Approach to Cortical Visual Impairment (CVI) in Schools - Donna Shaman

POSITIONING/SEATING

Position student with instruction to their dominant side.

Utilize movement to attract attention to objects outside of the preferred field to encourage scanning of the environment

Present materials in preferred field

Initiate activity in preferred field

COMPLEXITY Utilize a solid background behind all materials

Control distance complexity by presenting materials against a single colored background. Use drapes, paper, temporary walls.

Introduce materials when additional auditory and visual stimuli are not present

Limit amount of material presented

Utilize occluders, windows, etc. to block complexity

Wear solid colored clothing, or drape smocks, aprons, etc. over clothes to hide bright colors and patterns.

DRAPES TO HIDE CLUTTER

http://www.google.com/imgres?imgurl=http://www.lnt.com/photos/product/giant/6070170S9168/-/50-w-x-84-l-curtain-panels.jpg&imgrefurl=http://www.lnt.com/product/panels-drapes-curtains/607017-9137/grommet-jet-black-designer-blackout-curtain-panel.html&h=800&w=800&tbnid=rKnaJqvYZGK4NM:&zoom=1&docid=i_2dCq02kWAroM&hl=en&ei=oWLKVO3MKImpyQSJ7oLQCw&tbm=isch&ved=0CEIQMygRMBE

CLASSROOM APPLICATION

http://www.bestaprons.com/black-two-pocket-best-selling-cobbler-smock-apron-available-in-four-great-unisex-sizes-item-350-400/

HIDE PATTERNED SHIRTS WITH APRONS OR SMOCKS

LOW COMPLEXITY BACKGROUND

DISTANCE VIEWING

Provide low complexity background to materials

Diminish visual clutter and distraction

Bring objects in to reduce the amount they become “lost” in the background

DIFFICULTY WITH DISTANCE VIEWING

WALK SIGN LOST AMID THE BACKGROUND OF A

STREET SCENE

STREET SIGN IN ISOLATION

NOVELTY Utilize familiar objects

Provide a warm up period with familiar objects before introducing new materials

Select new materials that share salient features of familiar objects

MOVE FROM FAMILIAR TO ITEM TO ONE SHARING SALIENT FEATURES

SALIENT FEATURES

A Salient Feature is something that makes an item uniquely itself. We use these words as adjectives to describe the “ness” of something.

Use these features to describe objects in the child’s routine. Then use them to generalize to other objects.

NOVELTY ACTIVITY

LATENCY Identify students wait period

Utilize quite wait time for response

Allow additional wait time for new or unfamiliar objects/materials

You may need to use a stopwatch. 10 seconds can feel like an eternity.

LET’S DO MATH!

5(15+3) =

WAIT!!!QUIETLY

ABSENCE OF VISUALLY GUIDED REACH Provide high contrast background

Utilize items in preferred color against background

Leave object of attention inactive while child locates

LOOK VS. LOOK AWAYhttp://www.google.com/imgres?imgurl=http://cache3.asset-cache.net/gc/461696073-child-reaching-for-merry-go-round-toy-gettyimages.jpg%253Fv%253D1%2526c%253DIWSAsset%2526k%253D2%2526d%253DGzd%25252BnLbZOEe%25252FrMZUC0K9UMYNvL%25252Fz5%25252B7RpUcrz388aSI%25253D&imgrefurl=http://www.gettyimages.com/detail/photo/child-reaching-for-merry-go-round-toy-royalty-free-image/461696073&h=338&w=507&tbnid=OiNUcoEHREqqHM:&zoom=1&docid=sNUwJ2bEZeaC0M&itg=1&hl=en&ei=RA7VVJ_JBJCZyASK34HQBg&tbm=isch&ved=0CEcQMyggMCA

http://www.google.com/imgres?imgurl=http://cache4.asset-cache.net/gc/115619248-boy-pushing-toy-car-on-kitchen-surface-gettyimages.jpg%253Fv%253D1%2526c%253DIWSAsset%2526k%253D2%2526d%253DxVs5sv6FmXBhuHRAIahvGSEmenO%25252Bmbf2NfitvgrSA87R%25252BqKuXi5f5i5FoMuMXuGs&imgrefurl=http://www.gettyimages.com/detail/photo/boy-pushing-toy-car-on-kitchen-surface-royalty-free-image/115619248&h=338&w=507&tbnid=ud8VJRV7nuAmYM:&zoom=1&docid=xHL3Z_sVWe2Q7M&hl=en&ei=Ag_VVL37EpanyASp4YGoBQ&tbm=isch&ved=0CCgQMygMMAw

COLOR PREFERENCE Introduce materials in the child’s preferred color

Introduce new colors in the presence of the preferred color

Utilize familiar items in a new color

BASED ON ASSESSMENT

YELLOW

REDGREEN

PURPLE

BLUE

NEED FOR MOVEMENT Movement of an object while held stead in a visual field

may be necessary to illicit attention

Utilize objects that are reflective to give the illusion of movement

Apply reflective material to objects to draw attention

Novel items may need movement, where familiar ones do not.

CVI REFLECTIVE MATERIALS

Appropriate materials demonstrated from our CVI kits against background with flashlight.

LIGHT GAZING

When child gazes at lights are reports a non-purposeful gaze they often times need accommodations to purposeful items and activities. When accommodations are met for complexity, color preference, etc., gaze can be directed appropriately

MDE-LIO CVI TEAM MEMBERS

Johanna Anand- MDE-LIO

Cindy Barker- Traverse Bay ISD

Sue Bradley- MDE-LIO

Gary Garn- Eastern Upper Peninsula

Chaesa MacWilliams- Traverse Bay ISD

Breanne Marcum- Oakland Schools

Lynn Pensari- MDE-LIO, Project Leader

Tina Smith- Ingham ISD

Naomi Welborn- Oakland Schools