This micro-credential is awarded to individuals who have successfully completed and passed the Cortical Visual Impairment (CVI) class. This online class provides knowledge and skills related to CVI related to definition, causes, diagnosis, assessment and intervention.
In order to earn this micro-credential, participants will need to demonstrate a basic ability to define Cortical Visual Impairment (CVI), identify the causes of CVI, describe the diagnostic criteria, describe the assessment process and identify strategies for intervention.
- Describe the critical differences between ocular and cortical forms of visual impairment.
- Describe the role of neuro-visual plasticity in improvements in functional vision for individuals with CVI.
- Describe the diagnostic criteria used to identify CVI.
- Describe the importance of knowing the medical causes of CVI as an important key to diagnosis of CVI.
- Describe the function of both the anterior and posterior visual systems.
- Describe the function and behaviors associated with dorsal and ventral stream visual processing.
- List the characteristics associated with CVI.
- Describe the key factors and behaviors associated with each characteristic.
- Describe the educational implications of the characteristics associated with CVI.
- Describe the rationale for a CVI-specific functional vision assessment.
- Describe the behaviors associated with Phase I, Phase II, and Phase III CVI.
- Describe the importance of the interview, observation, and direct assessment components of The CVI Range.
- Describe methods to integrate The CVI Range results into the IEP.
- Describe how to use the results of The CVI Range in program planning.
- Describe the goals of intervention adaptations and strategies for individuals whose CVI Range scores place their level of functional vision in Phase I, Phase II, and Phase III CVI.
- Design adaptations and instructional methods for individuals whose CVI Range scores place their level of functional vision is Phase I, Phase II, or Phase III CVI.
- Describe methods to incorporate salient features, & comparative thought into literacy support.
- Describe the specialized supports used to facilitate literacy in individuals who are in Phase III CVI.
- Describe challenges and supports of social learning & interaction for individuals with CVI.
Hear from past participants of this course:
"I can not begin to thank Perkins enough for this class... I had students with physical and cognitive delays during my student teaching, but do not recall CVI coming up as a diagnosis...A few years in, I inherited a young lady who had CVI written on her ocular report...As a team, using Dr. Roman-Lantzy's CVI assessment, we were able to develop appropriate interventions for her. "
~~ Sumer B.