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What Every Parent/Teacher Should Know About Visual Impairment

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Classroom activities for success in school: what every teacher or parent should know about CVI (Cortical vision and hearing impairment)


Not all very young children or young adults process sights or sounds the same way!  Distraction among children and noisy classrooms or homes is a big problem, but there is child management relief for families and teachers!   The CVI problem is defined by experts as losing focus, gazing distractedly, unable to use eyes and ears to retain information. Learning stops.  Dr. Christine Roman, University of …………, studies the effects of CVI sensory deficits.  She encourages teachers, parents and children to choose simple household items to act as head and face “covers.”  Ear phones, hats, towels or scarves work well to lessen the effects of noise, improve listening and regaining concentration and attention to instruction, commands and verbal directions.

Children with CVI are most successful when indoor private places, such as a tent-type card table, covered to darken the space, is placed in close proximity to wither a teacher or, at home, an adult or parent.  The tent table offers short-term refuge and quiet, in which to retreat, concentrate and literally “think straight. A child report that they experience that the safe feeling of hearing and listening away from others, shortens the time it takes to refocus and return to normal activities.

CVI children are mostly reluctance to participate in social play, pretend activity or playful environments, such as team sports and games that require eye-foot-coordination and lower body use.  The body and brain are formed from top to bottom, motor patterns of motion and vestibular activity form early  of recreation and athletics spaces are offensive to children with sensory impairments.  The younger the child, the more direct training there can be to countermand this condition of physical neglect.  This is true of every child in every home, in every country.

Most importantly, human infants, are universally born in a state of ceaseless motion, regardless of their experiencing movnemtn and shift in utero, expecting it it due to the pattern of cellular development  and ther reason is growth The younger the child, the toOver protection fo childnre and youth with handicaps may be partiaclly at the root of the problem, as adults and but this author offers research that is effective by pairing or partnering CVI children and an adult.  Large muscle games are most effective, promoting more repetitive actions, which in term  motivation, concentration and movement exercises .  Two-at-a-time activities are most effective.  The parntnership copncent had lead soethat are the obvious locations of contact sports and recreation, feeling awkward and unsocial.  CVI routinely engage adults before they engage age mates in action games, video-audio and computer activities. Movement and music therapy are essential  interventions that the child cannot do for himself.    

Children’s social success is achieved most productively if activities combine movement with all other  activities. contunious movment an moving.  onstant motion and rea-cosntat play games that identify the talents of each child and action motion-driven activities, such as bowling, fishing, climbing, and other competition along-side adults.  Adults take the lead and teach them the way to do then get out of their way!  Teachers and parents are more apt to be talking and moving at the same time.  This is how children learn how to see other children as people, instead of objects or toys. 

 Exercise muscles throughout the body.  Children will learn to visualize what their bodies are doing, and making mental “pictures” that will remain in their memory.

 Massage children as often as possible.  Lightly rub children’s heads, softly humming along with touching.   Work down the body to hands, back, shoulders, cheeks, lips and feet. Start touching with a very light rotation of the hand on their shoulder, arm and work down their skin, warming up the skin. Take a few minutes to rub cheeks, gums, tongue, teeth and lips with a soft cloth or soft brush. Guide children’s hands to the face; exercise small muscles of cheeks, lips, gums, teeth, mouth, hair, eyes.

 Offer children objects that are heavy, soft, hard, rough, and objects that fit together or match; offer two objects or toys at a time; this is the fastest way to teach children to relate and connect with toys.

 Make facial expressions, gestures and sounds that have the sounds of real words

 Each child is different and you can adjust these activities to fit your child.  Remember, ever child is born ready to learn and parents are their children’s best teachers!

Ask Dr. Susan