Archive for category: CViConnect

As the school year winds down, families of children with cortical visual impairment (CVI) often ask: How do we keep our child progressing when school is out? The answer lies in understanding your child’s current CVI Phase—and supporting their vision in everyday moments that feel familiar, calm, and meaningful.

At CViConnect, we base all activity design and support on the CVI Range and Phases I–III, developed by Dr. Christine Roman-Lantzy (2007, 2018). Each phase requires a different approach to visual support. Below, you’ll find summer strategies organized by phase—so you can continue nurturing your child’s visual skills through play, connection, and exploration. Remember, this isn’t about doing more—it’s about noticing what already works and leaning into it.
Phase I – Building Visual Attention

In Phase I, the goal is to help your child build consistent visual attention. Children in this phase benefit most from simplified environments and clear visual targets. Providing opportunities for your child to use their vision throughout their daily routine should encourage your child to use their visual pathway. 

Summer Support Tips

• Present one familiar item with distinct color or movement against a solid black background.
• Reduce clutter and sound. Use controlled environments (car rides, darkened corners, quiet tents) to focus visual attention.
• Don’t expect interaction—allow your child time to simply look.

“We didn’t know what to look for at first. Once we learned about the need for repetition and started using the same object every day, we noticed she was starting to visually notice it—even without reaching. That was a big shift for us.” – CViConnect parent

How You Can Use CViConnect (If You Have It)

CViConnect PRO offers digital activities with single high-contrast targets and built-in gaze detection. You can monitor when your child is most visually alert and use that data to adjust future sessions. These activities are intended to use in collaboration with real items to support accurate concept development

Research Note: Phase I strategies are grounded in the need for visual latency (the extra time your child may need before they’re ready to look), controlled sensory input, and repetition (Roman-Lantzy, 2018; Lueck & Dutton, 2015).

 

Phase II – Encouraging Visual Recognition

In Phase II, your child is beginning to notice and explore visual features—color, shape, and size. Vision is becoming more functional, and you’re likely seeing increased visual curiosity and attention span.

Summer Support Tips

• Present familiar vs. slightly varied objects and encourage visual comparisons.
• Begin introducing simple, non-distracting backgrounds (e.g., high-contrast placemats).
• Add slight movement or lighting changes—if tolerated—to keep attention without overwhelming.
• Allow touch–then–look interactions to reinforce multisensory learning.

How You Can Use CViConnect (If You Have It)

Upload real-world images into CViConnect activities—objects from home, outings, or family events—and observe how your child responds. Progressively increase complexity within activities while staying within their comfort range.

“Using familiar routines over the summer helped him generalize what he learned at school. It wasn’t about doing more—it was about letting him use his vision on his terms.” – CViConnect parent

Research Note: Phase II is about building the child’s visual library and linking vision with developing function (Roman-Lantzy, 2018).

Phase III – Using Vision for Functional Tasks

By Phase III, your child is using vision consistently and can integrate it into real-world tasks, even in more complex environments. The goal now is generalization: using vision confidently in a range of everyday contexts.

Summer Support Tips

• Set up simple scavenger hunts using favorite objects.
• During dressing or routines, prompt your child to visually locate needed items.
• Encourage independent exploration and allow your child to visually lead the way.
• Take photos of activities and revisit them to build visual memory.
• Ask your child questions about what they expect to see and what they do see. This will create an opportunity for you to learn more about how they use their vision.

How You Can Use CViConnect (If You Have It)

Create activities that reinforce functional vision—like identifying a favorite toy among others or making visual choices. Use look data to assess engagement, fatigue, and background complexity tolerance.

Research Note: Phase III learners still benefit from strategic visual accommodations, particularly in unfamiliar or noisy environments (Lueck, Dutton, & Chokron, 2019).

 

Final Thoughts: Vision Doesn’t Take the Summer Off

Whether your child is learning to notice light or visually guiding movement, their brain is still growing, adapting, and responding to the world around them. You don’t need to replicate school at home—you just need to stay observant, intentional, and responsive to your child’s visual needs.

CViConnect PRO is built to grow with your child. It offers structure, flexibility, and data—all rooted in phase-specific visual support. This summer, use it when it works for your family. Progress isn’t measured by how much you do—it’s measured by how intentionally you do it.

If you’re already using CViConnect—or curious about how it works—summer can be a great time to explore its tools at your pace..

References

• Roman-Lantzy, C. (2018). Cortical Visual Impairment: An Approach to Assessment and Intervention (2nd ed.). AFB Press.
• Roman-Lantzy, C. (2007). Cortical Visual Impairment: An Approach to Assessment and Intervention. AFB Press.
• Lueck, A. H., & Dutton, G. N. (2015). Vision and the Brain: Understanding Cerebral Visual Impairment in Children. AFB Press.
• Lueck, A. H., Dutton, G. N., & Chokron, S. (2019). “Visual Impairment Due to Damage to the Brain: Guidelines for Early Intervention.” International Journal of Early Childhood Special Education (INT-JECSE), 11(2), 159–175.

The ATIA 2025 conference was a hub of innovation and excitement, especially for those of us dedicated to improving access for children with Cortical Visual Impairment (CVI). Carly, CViConnect’s activity designer and Certified Teacher of the Visually Impaired (CTVI), took us on a tour of some remarkable booths showcasing tools that can make a significant difference in the lives of children with CVI. Here are some highlights from her visits.

Cosmo Switches: Versatile and Engaging

At the first booth, Carly introduced us to the Cosmo switches. These light-touch switches are designed to be highly responsive and customizable, making them ideal for students with CVI. Available in packs of one, three, or six, these switches can change colors to suit the visual preferences of each student. They also feature strong magnets, allowing them to be attached to various surfaces, including walls, floors, and even wheelchairs. The Bluetooth capability ensures they can be integrated with a wide range of programs, providing auditory feedback to enhance engagement. These switches are perfect for Braille learners and dual media users, offering a versatile tool to support their educational journey.

Adaptive Abilities: Independence Through Innovation

Next, Carly explored the offerings from Adaptive Abilities, a company dedicated to switch-adapting everyday products. Their DIY kits are cost-effective and allow for the adaptation of various items, from kitchen tools like apple peelers to art supplies and massagers. These adaptations are particularly beneficial for students with limited upper extremity mobility, enabling them to interact with their preferred toys and tools. This not only fosters independence but also enhances their cause-and-effect understanding, crucial for cognitive development.

Talking Keyboards for Children: A Voice for Every Child

Finally, Carly visited the booth for Talking for Children, showcasing their latest AAC (Augmentative and Alternative Communication) device. This tool is designed to accelerate learning and communication for children who are non-verbal or have limited speech capabilities. The device can be pre-programmed with phrases, making it an invaluable resource for postoperative patients and children alike. The newest model promises even more features and customization options, ensuring that every child’s unique needs are met.

Speak to Yourself LLC: Customizable Communication

Carly also stopped by the Speak to Yourself LLC booth, where she demonstrated their iOS AAC application. This app is particularly exciting because it allows for extensive customization to meet the needs of students with CVI. With the CVI setting enabled, users can easily enter edit mode by ensuring the purple bar is visible at the top of the screen. From there, they can select buttons to edit, change colors, and even add photos either by taking new ones or using existing images. This level of customization ensures that the communication tool is tailored to each student’s preferences and needs, enhancing their ability to communicate effectively.

• The ATIA 2025 conference highlighted the incredible advancements being made in assistive technology for children with CVI. From versatile switches to adaptive tools and innovative communication devices, these products are paving the way for greater independence and engagement. For educators, therapists, and family members, these tools offer new opportunities to support and empower children with CVI.

If you’re interested in learning more about these products or how they can benefit your students or children, don’t hesitate to reach out to the respective companies. Let’s continue to explore and embrace the innovations that make a difference in the lives of those with CVI!

 

A systematic approach is crucial when assessing the impact of characteristics on learners with cortical visual impairment (CVI). Teachers need to uncover how each characteristic impacts a learner’s functional vision. Teachers can do this by changing only one element at a time. This focused methodology, combined with the support of CViConnect, empowers educators to gain a comprehensive understanding of how CVI characteristics impact learners and tailor interventions accordingly.

The Importance of Changing One Element at a Time

According to Dr. Christine Roman-Lantzy, CVI encompasses ten distinct characteristics, each with its own potential impact on a learner’s visual perception and attention. Changing one element at a time allows teachers to isolate variables and observe the individual effects of each characteristic. By systematically altering one factor, educators can accurately assess its contribution to visual engagement, leading to more precise evaluations and interventions.

For instance, consider a scenario where a child is sitting in their wheelchair in the classroom, with the iPad positioned in their central field while engaging with a red activity. In the next session, the team should change only one element, such as moving the iPad slightly to the right of center. By focusing on altering a single variable, we can compare the child’s visual attention and gain valuable insights into the significance of the visual field for their visual engagement. If we were to change multiple factors like visual field, activity color, and environmental complexity simultaneously, it would be impossible to determine the independent impact of each element on the learner’s ability to utilize their vision effectively.

CViConnect: Supporting Teachers in the Process

CViConnect is a powerful tool that supports the systematic collection and analysis of data related to learners with CVI. With features such as the forward-facing camera, screen recording, and microphone, CViConnect enables educators to gather valuable data while learners engage with activities within the app. Here’s how CViConnect can support teachers in the process of changing one element at a time:

• Data Collection: CViConnect’s data collection capabilities provide teachers with detailed insights into learners’ visual behaviors. The app captures session length, title, look times, and other relevant information, enabling educators to track and analyze visual engagement over time. This rich data serves as a foundation for assessing the impact of individual characteristics on learners.
• Data Analysis: CViConnect’s web-based dashboard offers a user-friendly interface for data analysis. Teachers can review session results, analyze timeline graphs, and examine heat maps to understand the learners’ visual attention and preferences. These visual representations provide valuable insights that inform decision-making and interventions.
• Assessing Specific Characteristics: Within CViConnect, teachers assess the impact of specific CVI Characteristics. Teachers can utilize the Activity designer to change one element at a time. For example, educators can modify the color of an activity or adjust the level of movement while collecting data on learners’ visual engagement. The data collected through CViConnect allows teachers to evaluate the influence of these individual characteristics and make informed decisions about interventions.
• Tailoring Interventions: CViConnect’s data-driven approach enables teachers to tailor interventions to meet learners’ unique needs. By analyzing the impact of specific characteristics, educators can design interventions that target the identified areas of improvement. This personalized approach ensures learners receive the optimal visual environment and support to enhance their visual abilities.
• Monitoring Progress: With CViConnect, teachers can monitor learners’ progress over time. By collecting and analyzing data regularly, educators can track changes in visual engagement, identify trends, and refine interventions accordingly. CViConnect’s video recordings of sessions further enhance the accuracy of progress monitoring, allowing for a more nuanced assessment of learners’ visual behaviors.

Changing one element at a time is paramount to understanding how specific characteristics impact learners’ visual abilities. CViConnect can be an invaluable resource, supporting teachers in this process by enabling systematic data collection and analysis. With CViConnect’s features, educators can gather comprehensive data, assess the impact of individual characteristics, tailor interventions, and monitor progress over time. By utilizing CViConnect with the one-element-at-a-time approach, teachers can unlock the potential of learners with CVI, providing them with targeted support and maximizing their visual development.

According to Dr. Christine Roman-Lantzy, there are ten unique visual and behavioral characteristics of CVI. One of these is the characteristic of novelty, or how new a visual target is to the learner.

Learners with CVI show preference to targets they are familiar with or those that share visually familiar characteristics.  Depending on what Phase of CVI the learner is in, your accommodations to support this characteristic will likely vary greatly.   

One difficult, but huge progression is when learners with CVI can move from three dimensional visual targets to two dimensional targets. We are told to utilize realistic photographs of these familiar targets.  Unfortunately, for some of our learners, it isn’t as easy as taking a picture with our phones.  You must still consider the needs of other characteristics. Complexity of the array?; What is behind the target? Distance? How far away did you take the picture? 

I have found a few ways to take and edit images for my learners.  The first thing I try is a Google Image search with ‘PNG.’  PNG is an image file type like jpeg or bmp. PNG files are important to us because they have transparent backgrounds.  This means the image should already be clear of any competing visual stimuli in the background of your target.

If I want the visual target to be my student’s blue spoon. I might search for ‘blue children’s spoon png.’ 

Once I find the target that meets my needs, I left-click on the image.  This selects the image and opens it into a window on the side of my screen.  Next, I right-click and either select ‘Save Image As’ to save to my device or ‘Copy Image’ and paste the image directly to my project.

If I cannot find the image I want doing this search, I might take a picture of the real item. To do this, try to place the image on a solid colored background.  Often, we will see people using black as the background.  Black is light absorbing allowing the target to typically stand out more.

If I find a realistic photograph I like, or one I have taken on my own, there are a few options to remove the background.  One of my favorites is remove.bg.  This website allows users to upload any image from their device (computer, tablet, etc.)  The website will automatically identify the focus of the image and remove any background information.

Lastly, there are a few places you can manually remove the background or unnecessary information from your image.  One option on a tablet or phone is to use a background eraser app. There are several available in the app store.  Also, PowerPoint has a Remove Background option.  Once you click ‘Remove Background’, the image will show the background that will be removed in bright pink.  Users can further edit the image; add more areas to remove or mark areas to keep.

Are you using other resources to remove the backgrounds of images and support your learners?  What else can we be doing to support our learner’s needs for complexity of the array and novelty?