Module 3: Vision

Summary

There are four key messages to take away from this module:

  1. Engaging functional vision for learning is a complex neurological process
  2. The impact of a visual impairment will depend on a multitude of factors, including the type and location of insult or injury to the visual system
  3. The functional implications of visual impairment are determined at the intersection of visual profile, environmental conditions, and individual knowledge, skills, and abilities
  4. Specialized professionals such as a TSVI and O&M specialist provide both direct and consultation service to students and educational teams to ensure that programming is meaningful and accessible.

Key Terms

Cortical Visual Impairment (CVI)
Damage to the brain that impairs visual functioning.
Orientation and Mobility (O&M) Specialist
Teaches skills and techniques for safer and more effective travel.
Teacher of students with visual impairments (TSVI)
Helps the educational team understand how vision impacts a student’s access to educational resources.
Visual acuity
Sharpness of vision.
Visual field
The area that can be seen in one glance without moving the head or eyes.
Visual impairment
When vision cannot be corrected to a level that allows vision to be easily used to gather information, plan movements, or gain feedback.

References and Resources

Corn, A. L. (1983). Visual function: A theoretical model for individuals with low vision. Journal of Visual Impairment & Blindness, 77(8), 373-377

Salavati, M., Rameckers, E. A. A., Waninge, A., Krijnen, W. P., Steenbergen, B., & Van der Schans, C. P. (2017). Gross motor function in children with spastic Cerebral Palsy and Cerebral Visual Impairment: A comparison between outcomes of the original and the Cerebral Visual Impairment adapted Gross Motor Function Measure-88 (GMFM-88-CVI). Research in developmental disabilities, 60, 269-276.