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Published byMarcus Hubbard Modified over 9 years ago
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By Chris Marshall Education Consultant for Visual Impairment REACH
Cortical Visual Impairment and other Eye Conditions in Children with Multiple Disabilities By Chris Marshall Education Consultant for Visual Impairment REACH
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Content Eye conditions common in children with multiple impairments
The visual system, how it works - WOW What is CVI Assessment Multi sensory learning Assistive technology for MDVI Team approach
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Multiple disabilities with a visual impairment
Multiple disabilities with a visual impairment. Associated Eye Conditions Cerebral Palsy – Hyperopia / Myopia, Esotropia, nystagmus, Down syndrome – Hyperopia / Myopia Other conditions include Optic nerve atrophy, cataract, microphthalmos, colobomas, ROP, CVI or Cortical Visual Impairment
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The Visual System – How it works. Just think about it
The lens in the front of the eye focuses the light An upside down and back to front picture is formed on the retina The retina is made up of millions of cells called rods and cones – the cones for detecting light and color and the rods for seeing in the dark.
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Light is converted into electrical impulses
The electrical signal is split into two systems – motion and detail Information runs through fine threads to optic nerve The two nerves combine together then cross in such a way as the picture seen on right side by both eyes is processed by left brain WOW
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What is CVI – In simple terms
Some estimates suggest that up to 60% of the brain is devoted to vision CVI is a neurological disorder It results in an inefficient visual sense caused by widespread brain disturbance Every child with CVI is different
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The seeing brain Damage to Dorsal stream make it difficult to get around - use Stairs – step onto sidewalks – reach forward and grab a drink Damage to Ventral stream makes it difficult to recognize faces, objects and places
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CVI Characteristics Effects vary depending on which part of the vision brain is damaged. Reduced visual acuity – poor fixation and ability to follow and maintain gaze Ocular health may be normal Stabismus and refractive error common May light gaze or be photophobic
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Assessment tools In order to support a student we need to gather information on what they can see The Christine Roman assessment is a good tool – looks at specific characteristics Other methods include interviews with parents, teachers and staff - observations and more formal tests
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The Ten Christine Roman Characteristics
Color preference Need for movement Visual latency Visual field preferences Difficulties with visual complexity Light-gazing / non purposeful gaze Difficulty with distance viewing Atypical visual reflexes Difficulty with visual novelty Absence of visually guided reach
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Multi Sensory Learning
75% of all learning comes from the visual sense. Many VI children have delayed speech and mobility To help with sensory integration combine hearing, taste, smell, touch and movement such as vestibular and proprioceptive senses. Consider use of objects of reference sound cues and object calendars
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Practical Ideas Tac Pac Light box Sensory studio Visual stimulation
Fluorescent materials and black light Drama games Body awareness Digital camera Computer work Music
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Sensory room / Light box
A sensory room is a great resource to develop visual response and to work on individual goals such as tracking, fixation, color as well as body awareness, language and cause and effect
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The Light Box Kit Comes in three levels with materials and a complete teacher guide Can be used to develop individual programs
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Low tech and simple Routines are great – especially with participation for the student Get down to eye level and close Consider the environment and positioning Use songs and music for fun and to help with transitions Use your name and the name of the child
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Orientation and Mobility
Remember to make contact with child in wheelchair and let them know where they are going!!!
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Point out landmarks and sensory cues along way
Use directional language Make trip purposeful – job or reward at destination
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Water and textures
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Experiencing sand or other materials
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Assistive Technology AT is a tool that can deliver instructional solutions and enhance a student’s active participation in tasks and activities AT can include – switches, Augmentative communication, mounting devices, power link switch box, battery interrupters, computer software, touch screens
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Adapted Computer Black boarder around screen
Intellikeys with tactile overlay Music as a motivator Touch screen Speech recognition Screen readers and magnification
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Collaboration Learning team to include parents, class teacher, vision teacher, OT, speech, O & M specialist, physical therapist and TA’s Multi disciplinary assessment – evaluation of child’s strengths and disabilities Develop a meaningful and effective program Looking at the whole child to include social and emotional development
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Useful Websites http://www.pisp.ca/ http://www.vision.alberta.ca/
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