Module 1: Instructional Planning and Strategies

Specific Strategies for Students with Visual Impairments Including CVI

Students with visual impairments, particularly cortical visual impairment (CVI), can make more sense out of what they are seeing if it’s in context. Using objects, people, and places that are familiar and motivating for the student, provides a better basis for understanding and learning.

Opportunity for Practice: Consider the Environment

For each of the six photos, consider whether it represents a good classroom environment for your student.

Prepare Visual Materials in Advance

  • Keep images simple, consistent, and predictable
  • The higher the contrast between the object and the background, the easier it is to see (e.g., white on black or blue on yellow)
  • Bright primary colors like red and yellow can be easier to see than muted or pastel colour tones
  • Detailed patterns are harder to see than simple shapes
  • Ensure the size of the image is appropriate
  • Materials should be at their eye level and at a close viewing distance of approximately 12-18 inches. Sometimes it’s easier to see if the desk surface is elevated, or the material is in a vertical orientation rather than flat on the desk.
  • One object should be presented at a time or several that are well spaced apart. Cover some of the extraneous objects or information and highlight just the area you want the student to focus on.
  • Moving objects are often seen better than stationary objects. Gently wiggle the object you want the student to attend to. Tell them what they are seeing and have them touch it to help develop concepts to complete the picture. Allow additional processing or exploration time.

A specialist teacher for students with visual impairments (TSVI) can provide more strategies for individualizing instruction.

Tips for Success

If your student needs glasses, ensure they are wearing them and that they are clean and adjusted to fit well. Positioning your student’s body well helps them to direct their energy into seeing and processing visual information. Give verbal cues to warn the student of what is coming.