This micro-credential is awarded to individuals who have successfully completed and passed the Knowledge Test for CVI.
In order to earn this micro-credential, participants will need to demonstrate a basic ability to define cortical visual impairment (CVI), identify the causes of CVI, describe the diagnostic criteria, describe the assessment process and identify strategies for intervention.
- Describe the critical differences between ocular and cortical forms of visual impairment.
- Describe the differences between cortical and cerebral visual impairment.
- Describe the role of neuro-visual plasticity in improvements in functional vision for individuals with CVI.
- Describe the diagnostic criteria used to identify CVI.
- Describe the importance of knowing the medical causes of CVI as an important key to diagnosis of CVI.
- Describe the function of both the anterior and posterior visual systems.
- Describe the function and behaviors associated with dorsal and ventral stream visual processing.
- Name and describe the basic affect of the major medical causes associated with CVI.
- List the characteristics associated with CVI.
- Describe the key factors and behaviors associated with each characteristic.
- Describe the educational implications of the characteristics associated with CVI.
- Identify potential consequences of an educator using an ocular-based intervention with a student who has CVI.
- Describe the rationale for a CVI-specific functional vision assessment.
- Report information regarding the reliability and/or validity of The CVI Range .
- Describe the behaviors associated with Phase I, Phase II, and Phase III CVI.
- Describe the importance of the interview, observation, and direct assessment components of The CVI Range.
- Describe and demonstrate methods to conduct the interview portion of The CVI Range.
- Describe and demonstrate methods to complete the observation portion of The CVI Range.
- Describe and demonstrate methods to complete the direct assessment portion of The CVI Range.
- Demonstrate the ability to score Rating I and Rating II of The CVI Range.
- Describe methods to integrate The CVI Range results into the IEP.
- Describe how to use the results of The CVI Range in program planning.
- Create a CVI "schedule".
- Describe the goals of intervention adaptations and strategies for individuals whose CVI Range scores place their level of functional vision in Phase I, Phase II, and Phase III CVI.
- Design adaptations and instructional methods for individuals whose CVI Range scores place their level of functional vision is Phase I, Phase II, or Phase III CVI.
- Describe interventions based on the visual and behavioral characteristics associated with CVI.
- Describe the CVI characteristics as they are demonstrated in Phase III.
- Describe the principles of salient visual features.
- Describe methods to incorporate salient features, & comparative thought into literacy support.
- Describe the specialized supports used to facilitate literacy in individuals who are in Phase III CVI.
- Describe challenges and supports of social learning & interaction for individuals with CVI.