Literacy for children with visual impairments is considered broadly as access to learning for traditional print reading, for Braille, for communication device access, for calendar system access and for any learning that uses symbol systems. To ensure access to literacy for a child with CVI requires a careful assessment of visual skills using a functional vision assessment of brain based visual behaviors and any possible ocular co-existing conditions that would impact access.
The optimal assessment of literacy access includes the Learning Media Assessment in consideration of possible improvements in visual attention and visual recognition and assessment of the child’s compensatory skills use.
In this tutorial, Tammy Reisman, M.Ed., C.A.E.S. presents two case studies of children with CVI and explain how literacy access was determined and decisions for educational programming considered for each.
You may also be interested in this self-paced tutorial on Effective and Accurate FVAs and LMAs for All Students with Visual Impairments that Help Drive Instruction Programming, presented by Tammy Reisman, Anne Spitz, and Ellen Mazel.
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