Children and youth with CVI present with unique visual behavioral characteristics, across a range of visual functioning and adaptive needs. Due to the nature of this neurologically-based visual impairment, children with CVI can achieve significant progress in visual functioning – given the appropriate supports and meaningful interventions.
This tutorial focuses on practical methods and approaches for using the results of CVI Range assessment (Roman-Lantzy, 2007; Rev. 2018) to develop individualized educational programs for a diverse population of students across the Phases of CVI. Areas of specific focus will include IEP development (Present Levels of Performance, Management Needs, Accommodations, IEP Goals & Short-Term Objectives), and child-centered approaches for planning core and expanded core curriculum adaptations.
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Christopher Russell is the Project Coordinator for the New York Deaf-Blind Collaborative, and has experience as a classroom teacher and Teacher of the Visually Impaired (TVI) working with children who have visual impairments and additional disabilities including deaf-blindness. Chris presents widely in NY and nationally on educational implications of deaf-blindness, cortical visual impairment, curriculum adaptations, and communication development for children with pre-symbolic communication. He has the Perkins-Roman CVI Range Endorsement and serves as co-instructor with Dr. Roman on the Perkins E-Learning CVI and CVI: Phase III courses.