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Starts on April 9 – May 27, 2018 and runs for 7 weeks. Participants will move toward an advanced understanding of the CVI Characteristics (Roman-Lantzy) with an emphasis on how they manifest in students who score in late Phase II and Phase III on The CVI Range (Roman-Lantzy).
We will study the characteristic "Difficulty with Visual Complexity" in depth, explore its central relationship to the other characteristics, and examine the ways in which it can impact behavior and access to education for a child with CVI. Our study of visual complexity will integrate the literature on cortical and cerebral visual impairment.
Participants will learn how to use The What's the Complexity Framework in order to evaluate the complexity of school environments, tasks and materials and to guide educational teams in creating more visually accessible, appropriate learning activities for children with CVI.
In addition to learning how to rate the complexity level of a particular environment or education task, we will also emphasize the importance of balancing the complexity of the environment and task in each activity, managing cumulative complexity and visual fatigue throughout the school day, assessing interpretation of two-dimensional images, and providing direct instruction in salient features.
PDPs, CEs, ACVREP, CTLEs
- Identify the main barriers to visual access throughout the school day for children with CVI
- Explain how the CVI characteristics manifest in children throughout The CVI Range, particularly those who score later on The CVI Range (late Phase II through Phase III)
- Explain how inappropriate visual demands can affect the behavior of children with CVI
- Assess a child’s ability to interpret two-dimensional images
- Design interventions for math and literacy interventions
- Describe the ways in which the ideas and strategies from the literature on cortical visual impairment and cerebral visual impairment relate to and complement one another
- Complete a What’s the Complexity Assessment for one of their own students
- Contribute to an electronic salient features dictionary that will be available to participants beyond the completion of the course
“What’s the Complexity” will use selected chapters from
Roman, Lantzy. (2007) Cortical Visual Impairment: An Approach to Assessment and Intervention (Chapters 3 and 6)
Dutton & Lueck (2015) Vision and the Brain. (Chapters 3, 7, and 15)
Both texts are available through AFB Press, in print and electronic formats. You may purchase individual chapters electronically if you prefer.
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Contact Perkins eLearning at 617-972-7824 or perkins.elearning@Perkins.org for any questions.
Matt Tietjen has been paid by Perkins to be the instructors for this class.
He has no nonfinancial relationships to disclose.
This workshop is offered for 3.30 ASHA CEUs (Introductory Level, Professional area).
|Perkins School for the Blind is approved by the Continuing Education board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See the course information for number of ASHA CEUs, instructional level, and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.|
This workshop is offered for 3.30 AOTA CEUs.
The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.