A Questionnaire Assessing What Teachers of the Visually Impaired Know About Cortical/Cerebral Vision Impairment

E, Mazel; Bailin, Emma S.; Tietjen, Matthew W.; Palmer, Peggy A.

doi:10.1016/j.spen.2019.05.007

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…This finding is consistent with reports from Mazel et al (2019) and indicates that professional training has not expanded beyond specialty-specific content and/or withinspecialty training. Yet, interprofessional education and practice are part of the recommendations from ASHA (n.d.) and, likely, other professional organizations.…”

Section: Gaps Between Needs and Servicessupporting

confidence: 91%

Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice

Blackstone

Luo

Canchola³

et al. 2021

LSHSS

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Purpose This scoping study sought to establish a baseline for how well the needs of children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC) are currently aligned with the services available to them. CVI is the most common cause of visual impairment in children today, and AAC methods rely heavily on vision. Yet, the prevalence of CVI in children who use AAC methods is not yet known, and there is virtually no research concerning use of AAC with children with CVI. Our overarching goals were to identify barriers and suggest priorities for improving outcomes for these children. Method Surveys were distributed anonymously online to professionals from multiple disciplines in different school-based settings and to parents of children with CVI who use AAC. Results School-based professionals identified many barriers, including a lack of knowledge and skills about CVI and about AAC, limited access to training and experts, and concerns about services being delivered in isolated silos with limited time allotted for interprofessional collaboration and planning. Parent reported that their children ( M age = 11 years) continued to rely predominantly on body-based forms of communication and lacked access to symbolic language, which, in AAC, is primarily visually based. Conclusions The barriers to services identified by school-based professionals indicate a need to develop and disseminate reliable information about CVI and AAC, both at a preservice and in-service level and, while doing so, to respect the diversity of stakeholders who need this information, including parents. Future research on what types of AAC approaches support the development of language and communication skills for children with CVI is essential.

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Section: Gaps Between Needs and Servicessupporting

confidence: 91%

Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice

Blackstone

Luo

Canchola³

et al. 2021

LSHSS

View full text Add to dashboard Cite

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“…Thus, implementing a multidisciplinary assessment and intervention team, well-versed in CVI, and with open channels of communication enables the impact of CVI on daily functional skills to be more fully captured and to better implement interventions that may improve performance across the range of effects of the condition (Boonstra et al, 2022; McConnell et al, 2021; Ortibus et al, 2019). Currently, this may be challenging as resources to achieve this may be limited and every member of the team may not yet fully understand the diagnostic criteria, evaluation approaches, or consequences of CVI (e.g., Harpster et al, 2022; Mazel et al, 2019; Salavati et al, 2017). Actively seeking out various members with pertinent areas of expertise will help ensure that the assessment data related to the learner's use of vision is contextualized within their other sensory systems and educational needs (Lueck & Dutton, 2015).…”

Section: Four Main Driving Forces Behind the Issuesmentioning

confidence: 99%

Toward Removing Barriers in the Evaluation, Diagnosis, and Care of Individuals With Cerebral Visual Impairments

Lueck,

Harpster,

Hartmann

et al. 2023

Policy Insights from the Behavioral and Brain Sciences

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Cerebral visual impairment (CVI) is a leading cause of pediatric visual impairment worldwide. Despite the ramifications on multiple developmental domains and quality of life factors, substantial barriers remain for evaluation, diagnosis, treatment, and education of this growing population of children and adults. At the root is a lack of consensus on the definition and diagnostic criteria of CVI and a narrow ocular/acuity-based classification of visual impairment. This article covers four main issues that need to be urgently addressed to make strides toward removing current barriers. These challenges highlight the need for policy change at multiple levels to help ensure that individuals with CVI will have access to appropriate (re)habilitation and education services regardless of their acuity or visual function. Suggested solutions include the implementation of a globally accepted definition of CVI and increased multidisciplinary training programs. These will support international efforts to develop and implement quantitative interdisciplinary assessment methods, identify meaningful and effective intervention approaches, and monitor long-term outcomes for those with CVI. Additionally, sensitive and specific markers can be identified for differentiating CVI from other related developmental conditions, such as autism spectrum disorder and developmental coordination disorder. Ultimately, these proposed changes will lead toward improved quality of life for individuals with CVI and their caregivers.

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“Even though a lot of kids have it, not a lot of people have knowledge of it”: A qualitative study exploring the perspectives of parents of children with cerebral/cortical visual impairment

Oliver

Seccurro

Dorich

et al. 2023

Research in Developmental Disabilities

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A Questionnaire Assessing What Teachers of the Visually Impaired Know About Cortical/Cerebral Vision Impairment

Cited by 6 publications

References 16 publications

Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice

Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice

Toward Removing Barriers in the Evaluation, Diagnosis, and Care of Individuals With Cerebral Visual Impairments

“Even though a lot of kids have it, not a lot of people have knowledge of it”: A qualitative study exploring the perspectives of parents of children with cerebral/cortical visual impairment

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