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-Approximately 30-40% of children with visual impairments have CVI
-10.5% of children with developmental disabilities will also have CVI

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Student is just starting to use their vision. They often alert to light, single brightly colored objects, slow moving targets and bright walls. Environmental and sensory compete against each other when the student it trying to see. The visual target needs to be close, within arm's reach and usually the student needs the viewing array limited to one or two widely spaced targets only. Students often need high contrast between a single target and its background. They see things best when its presented at their far left or far right eye height. Lower visual field is poor. Student prefers familiar targets. Visual fatigue is often a problem with eye/hand use.

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Students generally use their vision more consistently, but often not efficiently or for a purpose. Contrast between target and background for the student continues to be important. Student can tolerate more patterns that are near. Attend more frequently when targets are presented not only at far right and far left, but also centrally. Lighting continues to draw students visual attention and can often be used to encourage interaction with objects for functional purposes.

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Student often continues to have difficulty with crowding, or the presentation of too many targets in their viewing array, particularly when viewing distance targets.  Having a solid contrasting color in the viewing array is often helpful to the student trying to differentiate between background and foreground visual information.  Lighting continues to be important, especially for mobility purposes. Students using Strategies at Level 3 will be responding to more varied visual targets and have greater visual demands.  Be careful to watch for visual fatigue and allow plenty of response time, to look at the visual target then respond to it.
Student often demonstrates more typical visual behavior, but may continue to have difficulty with competing environmental and sensory input while trying to use vision, especially when viewing targets at distance.  They may continue to have visual field preferences and often have difficulty viewing targets when presented in their lower visual field.

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Repetition, repetition, repetition!
Use the same objects and the same process each time to provide familiarity, reduce latency period, and shorten warm up time, having the same individuals working with the student in the same way again and again is often helpful!

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Since students using Level 2 Strategies now are using their vision for more functional purposes, it will be important to look closely at the student’s daily routines, both at home and at school, to determine appropriate accommodations.

Verbally note salient features when discussing visual targets (“The ball is yellow and round”).

Be careful with, or avoid use of, pictures.  Generally, a student who benefits from Level 2 strategies needs real, tangible targets (3D).  Switching to 2D targets or pictures is often difficult.  Color photographs of familiar, favored targets often work best during this process.

Providing a routine and structure/sameness continues to be important.

Observe student carefully to make sure the presentation of visual targets is not too fast; allow the student time to process what is being seen and to respond to what is being presented

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·Use a Sans Serif font that is clean and simple. Most commonly found pre-installed are Arial and Verdana fonts
Fonts specifically for CVI:

APHont: https://www.fontspace.com/aphont-font-f4926
Fonts specifically for Dyslexic https://opendyslexic.org/

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·Do not place too much text on one slide at a time.

·Stick to one bullet section at a time (no more than 5 lines on  a slide at a time) keep it simple.

·Stick to one or two images at a time with space between.

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-Inverted text

·Hight contrast, light color against a dark background (yellow on black or red on black)

·High contrast for pictures

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Here is an excellent way us as teachers can incorporate small learning tips that will not only help students with visual impairment but all that are learning online!

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Virtual Learning Tips for Visually Impaired Learners

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Cortical visual impairment is a term used to describe visual impairment that occurs due to a brain injury. It differs to visual impairment related to physical problems with the eyes. Students with CVI are able to see, but the brain is not interpreting what is being seen.

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1. Preference for a specific Color.
2. Need or preference for movement.
3. Delayed response when looking at objects. (Visual latency)
4. Difficulty with visual complexity.
5. Light-gazing and non purposeful gazing.
6. Visual field preferences.
7. Distance vision impaired.
8. Visual blink reflex is absent or impaired.
9. Preference for familiar objects.
10. Impaired Visually guided reach

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Dr. Roman-Lantzy, author of Cortical Visual Impairment: An Approach to Assessment and Intervention, divides CVI into three phases.
Most children start in Phase I, which means that most of the CVI characteristics are present. As a child progresses through the three phases many of the characteristics begin to resolve. This process can take several years and requires diligence and persistence. Children in Phase III approach near normal vision to varying degrees and this may even result in literacy.

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https://strategytosee.com/strategies-for-students-with-cortical-visual-impairment-handout/

https://littlebearsees.org/what-is-cvi/#:~:text=Cortical%20visual%20impairment%20(CVI)%20is,physical%20problems%20with%20the%20eyes.&text=The%20eyes%20are%20able%20to,interpreting%20what%20is%20being%20seen.

https://www.perkinselearning.org/technology/blog/virtual-learning-tips-visually-impaired-learners

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Respond to more varied visual targets and have greater visual demands. Be careful to watch for visual fatigue and allow plenty of response time. Allow them to look at the visual target and then respond to it.
Be specific about what you want the student to look at.
Good communication at school and at home is crucial.
Continue to monitor pictures for visual clutter and use pictures that the student can identify.
It's critical that all teachers, caretakers and parents follow the same teaching procedures at school and at home. Example: If a yellow highlighter is used to mark at school, then the same highlighter should be used at home.