The Learning Media Assessment was originally designed for individuals with ocular visual impairment, to identify a primary and secondary method for accessing literacy. While the LMA outlined characteristics of students who may be primarily print or braille readers, children with CVI could meet either description depending on their Phase as assessed on The CVI Range.
Students with CVI have educational needs that are unique and often distinctly different from those of individuals with ocular forms of visual impairment. "Sensory Balance" refers to the combination of a person's sensory learning modalities that results in the most efficient, comfortable access to the world.
In this tutorial, as part of the CVI for the TVI and Other Professionals series, Christine Roman-Lantzy and Matt Tietjen define a Sensory Balance approach that supports both visual and tactual approaches to literacy activities and academic materials.
The CVI Learning Media Profile is central to their publication, Sensory Balance: An Approach to Learning Media Planning for Students with CVI, newly released by Perkins Publications. Read reviews and make a purchase here.
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