What is CVI?
CVI occurs where the visual pathways in the brain are not working properly. Often it is not known what causes CVI. Usually the result is a loss of visual acuity (sharpness of focus) or unusual visual responses to surroundings.
What visual difficulties is a child or young person with CVI likely to have?
Children and young people with CVI can have difficulties with:
- Recognising faces and objects
- Recognising and reaching for objects
- Visual clutter
- Focusing on near and distance objects
- Fast eye movements
- Visual field loss
- Using more than one sense at a time
- Seeing movement
- Colour and contrast
- Crowding and complexity, for example difficulty seeing detail or one item in a busy scene
- Visual fatigue and fluctuating vision.
- Orientation and route finding, for example losing their way even in familiar places
- Moving around for example using stairs, steps and slopes
Education strategies
- Use simple cues, such as pictures or touch
- Reduce visual clutter e.g. simplify worksheets, remove displays from around the whiteboard. This helps to focus on what is visually relevant.
- Avoiding visual clutter in the general environment by keeping storage and signage simple, for example using the end peg or the end drawer for the pupil’s storage
- Allow extra time to do visual tasks.
- Use repetition and familiar routines
- Avoid extra stimulation. Adapt the setting to reduce noise, lighting and distractions
- Pair visual information with another sensory cue e.g. picture of a duck with a quacking sound, if the CYP can use more than one sense at a time
- Be aware of visual preferences, red is often preferred.
- Offer short visual breaks
- Move an object – this might help to see it better
- Use real objects rather than abstract symbols
- CYP who have difficulties in recognising faces use an identifier, for example always wearing the same coloured item, having a meeting point in the playground etc
- Try a desk slope bring the text closer and keeps it in central visual field
- Practise key routes e.g. to the hall, lunch etc. Highlight landmarks that support orientation
- Highlight obstacles, steps and stairs. Consider having an environmental audit.
Supporting vision in the classroom
- Colour: Use bold colours not pastels
- Good contrast: Use plain backgrounds
- Lighting: Control lighting with curtains and blinds to improve contrast and reduce glare. If appropriate use a torch to help focus on an object
- Position: Make sure a pupil is seated appropriately so they can concentrate on seeing, for example at the front of the class
- Time: Give time to look at, process and respond to what you are showing
Text considerations
Increasing the size of print and considering the spacing of words will make text easier to see. If enlarging, ensure that all resources are enlarged onto a maximum of A4. A3 is too large to scan across, accommodate on a desk and could result in posture issues.
Good lighting and crisp print on a clean background will help. Care must be taken when photocopying resources to ensure that they are still accessible.
When reading it may be helpful to use a ‘letterbox’ or cover unnecessary information placed on a page. This will help to focus on what is visually relevant. Resources such as electronic books allow fonts and spacing to be changed.
For more information on CVI
- Make It Easier To See – Simple Ideas to help people with cerebral visual impairment and brain based visual problems
- https://www.cvisociety.org.uk/
- CVI Scotland
- Accessible books and curriculum resources: UK education collection | RNIB Bookshare, accessible books for print disabled learners.
- Animal Book for Children with CVI – Paths to Literacy
- Little Bear Sees – Helping children with cortical visual impairment (CVI) learn to see
- https://www.heybearsensory.com.watch