Cerebral (cortical) visual impairment (CVI) is the primary cause of visual impairment in children in high-income countries. It is increasing globally due to improved life-saving measures for premature and full-term infants. Yet the consequences of this condition are only beginning to be understood and addressed. In contrast to visual impairment due to refractive error and disorders of the eye, there is limited public awareness of CVI, and the consequent impairment of a variety of visual capabilities may go unidentified, adversely affecting cognitive, motor, and social development. CVI refers to visual perception deficits not related to the peripheral (i.e., prechiasmatic) system disorder, but rather, to injury to brain areas serving assimilation, integration, and interpretation of visual information. According to the topography, site, and the extent of the pathology, the deficit may variably concern central visual functions, the visual field, perception of movement, visual analysis, visual exploration and attention, or visual memory, as well as visual guidance of movement. Each affected child has a unique clinical picture, which needs to be identified and individually profiled. This is probably the underlying reason that CVI is commonly underdiagnosed, especially in children, and, as a consequence, the full range of potential behavioral outcomes are not identified and adequately addressed. The present paper shows how the use of multiple methods of assessment can improve the understanding of children with CVI.

This exploratory study investigated the effects of the components of visual environmental management, visual skills training, and visually dependent task training on the performance of visual behaviors of a young child with cortical visual impairment. These components were implemented by the mother during daily routines.

This article describes experiments designed to investigate reading speed and working distance for students with low vision. Six fourth grade students were asked to read unrelated words and continuous text ranging in print size. This article also discusses methods to maximize reading efficiency of students with low vision.

This article presents conceptual models of relationships between print size and reading speed and preferred viewing distances. These models illustrate how various factors can influence reading behaviors and influence decisions about the optimal angular size of print and resolution reserve.

Without this "two-way street," our actions would often miss the mark.Another aspect that is often overlooked is the difference between the ventral and the dorsal stream of visual information into the brain. The ventral stream serves vision for conscious recognition; the dorsal stream serves vision for action and is mostly subconscious. Virtually all our vision tests involve recognition and a conscious response. Vision for action, on the other hand, is an important part of performing activities of daily living; but since it is subconscious, it is hard to measure. In CVI, dorsal stream defects are common and may combine with ventral stream defects; isolated ventral stream defects, on the other hand, are less frequent. In stroke patients isolated agnosias (failure to recognize faces, letters, objects) may occur.In summary, the study of the effects of brain injury on visual functioning is relatively new and there is still much to be learned. Uniform use of terminology can do much to facilitate the communication among all involved. REFERENCESColenbrander, A. (2010). Towards the development of a classification of vision-related functioning-A potential framework. In G. N. Dutton & M. Bax (Eds.