CVI Experience toolbox: Simulation of visual processing difficulties

Abstract

We designed a cerebral visual impairment (CVI)–experience toolbox containing simulation exercises to let professionals experience the complexity of visual information processing and to get an impression of what it means to have CVI. We measured the benefits of the CVI Experience toolbox by using questionnaires during three CVI seminars with professionals ( n = 69). These seminars started with a slide presentation on CVI followed by the CVI experience toolbox. We presented the professionals with the same survey on their knowledge of CVI at the start of the seminar, after the presentation, and after the toolbox. Professionals with more previous CVI experience started on average with a higher score. The final end score, however, did not seem to depend on previous experience. Furthermore, the added value of the experience toolset was quite independent of the added value of the presentation. The results indicate that both the presentationand the experience toolboxadd to the understanding of CVI.

Improving outcomes for primary school children at risk of cerebral visual impairments (the CVI project): study protocol for the process evaluation of a feasibility cluster-randomised controlled trial

“…Additional targeted strategies, for use with at-risk children, will also be given, with explanations about who might benefit from these, how they are intended to work and their potential impact. The information included in the intervention pack for teachers is collated from several centres of excellence that have developed materials about CVI, including Bartiméus in the Netherlands 12 and the international TeachCVI initiative (www.Teachcvi,net). 13 The intervention also includes sharing information with the local paediatric ophthalmology clinics about the presentations of and support for children with CVI, so that they are happy to accept referrals of at-risk children.…”

“…Teachers' knowledge of CVI will be assessed before randomisation and at follow-up, using the Bartiméus Centre (Netherlands) Teacher CVI Knowledge Assessment Survey. 12 All teachers for years 3-5 in all schools will complete these. The survey is comprised of five statements Open access Open access about knowledge of CVI (eg, 'I understand the impact of CVI in daily life') and respondents are asked to rate whether they feel each statement is true for them on a scale of 0-10.…”

An investigation into the process and impact of introducing the ‘colour coded eye’ to learning assistants working with pupils with profound and multiple learning difficulties and cerebral visual impairment

“…There is an abundance of literature suggesting that it is only when support staff have up-to-date knowledge and training, are they in a position to provide the level of support such children require (Alborz et al, 2009; Clamp, 2000). Furthermore, if staff fully understand the potential effect of CVI, it will support ‘increased empathy and understanding’ (Pilon-Karnsteeg et al, 2019) and help them to develop and grow in their role which is important in the cohesion of any school (The National College, 2020). With the aim to equip all staff in the school with such knowledge while ensuring that all pupils have equal access to what a setting has to offer (RNIB, 2022), the CCE was developed as a way to assess and categorise individual levels of functional vision for learners with SEN (with an emphasis on those with PMLD).…”

“…Although the literature shows no evidence of a specific ‘CCE’ criteria and with every child’s visual journey with CVI unique, others have created their own visual assessment tool and supporting frameworks. For example, Roman-Lantzy (2007) brings all the characteristics of CVI together and through assessment places learners into one of three phases; Dutton’s visual skills inventory (Ulster University, 2022) identifies problematic areas of a child’s vision; Pilon-Karnsteeg et al’s (2019) study focussed on identifying ways to support professionals in their knowledge of CVI through a presentation of the theory behind it and practical examples in their ‘CVI Toolbox’, while assessment using the Perkins Digital CVI Protocol is the latest to be developed (Perkins School for the Blind, 2023).…”

“…With vision, being our most powerful sense and playing a vital role in children’s learning and social interactions (RNIB, 2016), CVI is a growing concern and is the most prevalent cause of visual impairment in children in the industrialised world (The CVI Society, 2022). With establishing a diagnosis of CVI being difficult (Pilon-Karnsteeg et al, 2019) and often being missed by ophthalmologists, awareness of how to support learners with CVI was the subject of Woolvine’s (2022) small-scale study. It found that further training on CVI was necessary for learning assistants (LAs), a need for more awareness of individual levels of functional vision, and for consistent support strategies throughout the school, thus requiring a new and innovative strategy.…”