PRESENTED BY THE MICHIGAN DEPARTMENT OF EDUCATION-LOW INCIDENCE OUTREACH CORTICAL VISUAL IMPAIRMENT...
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Transcript of 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 [email protected]
NAOMI WELBORN [email protected]
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