CVI-Friendly Fourth of July Celebration

Tips and Considerations to Support a Positive Experience for Children with CVI

Holidays like the Fourth of July can bring both joy and challenges, especially for families of children with cerebral/cortical visual impairment (CVI). From crowded environments to unfamiliar visuals and intense sensory input, these events can lead to visual fatigue or shutdown. By planning with intention, you can create a more accessible and enjoyable experience for your child.

Where Are You Celebrating?

Even familiar places may look different when decorated or filled with guests. These visual changes can increase complexity and demand more from a child’s visual system. Favor settings that reduce clutter and movement, and bring a few familiar visual or tactile anchors to help your child feel grounded¹. Choose a quieter space at the location where visual and sensory inputs can be minimized.

Communication Access: How Will Your Child Express Themselves?

If your child uses AAC, body-based communication, or another expressive system, ensure these are readily available. Let family or friends know how your child communicates. Not everyone will recognize non-symbolic behaviors, so those familiar with your child can act as interpreters². Supporting access to communication can increase participation and reduce frustration.

What to Expect: Previewing the Event

Children with CVI often benefit from previewing what’s going to happen—especially if the event involves multiple transitions. Offer a sequence like, “First we’ll eat, then we’ll play, then we’ll watch fireworks,” using the receptive modality that works best for your child (verbal cues, object schedules, simplified images, etc.)³.

A practice celebration—such as a mini cookout—can give your child a chance to rehearse some sensory experiences they’ll encounter on the big day.

Who Will Be There?

Faces are complex visual stimuli and may be difficult for your child to recognize⁴. Preview the people who will be attending using voice recordings or objects associated with them. This allows your child to engage using modalities they rely on—whether auditory, tactile, or simplified visual images.

Preview the Setting and Key Visuals

If possible, visit the celebration location beforehand or share photos or videos to preview the environment. Reduce visual clutter in images using basic editing tools. If previewing isn’t possible, arrive early and take photos or videos upon arrival. Use a backlit device or simple symbols to help your child visually or tactually process key landmarks⁵.

If your child enjoys using iPad-based tools, CViConnect includes a fireworks-themed visual activity designed with CVI-specific considerations in mind. It allows learners to explore motion and visual complexity in a controlled setting. Using this ahead of time can help introduce some of the visual elements of a Fourth of July celebration at your child’s own pace and comfort level.

Provide:

• Noise-reducing headphones or earplugs
• Familiar snacks or drinks
• Space to rest and reduce input

Touch, smell, and proximity also play a role. Be mindful of how much your child is being hugged or approached, and what scents (e.g. perfume, bonfire smoke) may be present⁷.

Plan for Visual Latency and Alternative Access

Your child may need more time to visually process what they see. If the environment is too complex visually, shift to auditory or tactile access⁶. Don’t rush them to respond. Instead, use pause strategies, present fewer visual inputs at a time, and allow rest breaks as needed.

Take Breaks—And Normalize Them

Plan and discuss where and how your child can take breaks during the celebration. You might set up a familiar blanket or chair in a quieter area. This “safe space” can be where your child plays with preferred toys, rests, or regroups⁸. Let friends and family know it’s okay—and expected—for your child to take time away from the action.

Support Friends and Family in Understanding Your Child

Share:

• What your child enjoys
• How they communicate
• Their strengths and sensory preferences

Even a quick, friendly conversation can help others interact more meaningfully with your child⁹.

Trust Yourself

You are doing the work. The fact that you’re reading this and planning ahead says everything. There is no perfect celebration—but if your child feels safe, supported, and seen, it’s already a success.

Stay safe and enjoy the celebration—in whatever way feels right for your family.

References

Footnotes

1. Van Hove, C., Damiano, C., & Ben Itzhak, N. (2025). The relation between clutter and visual fatigue in children with cerebral visual impairment. Ophthalmic & physiological optics: the journal of the British College of Ophthalmic Opticians (Optometrists), 45(2), 514–541. https://doi.org/10.1111/opo.13447
2. Blackstone, S. W., Luo, F., Canchola, J., Wilkinson, K. M., & Roman-Lantzy, C. (2021). Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice. Language, speech, and hearing services in schools, 52(2), 612–629. https://doi.org/10.1044/2020_LSHSS-20-00088
3. Zatta, M. C., & Willems, I. (2024). Development of a New Assessment for Cerebral or Cortical Visual Impairment: The Perkins CVI Protocol. Journal of Visual Impairment & Blindness, 118(6), 442–447. https://doi.org/10.1177/0145482X241297989 (Original work published 2024)
4. Bauer, C. M., Manley, C. E., Ravenscroft, J., Cabral, H., Dilks, D. D., & Bex, P. J. (2023). Deficits in Face Recognition and Consequent Quality-of-Life Factors in Individuals with Cerebral Visual Impairment. Vision (Basel, Switzerland), 7(1), 9. https://doi.org/10.3390/vision7010009
5. Pilling R. F. (2023). Make it easier: 3-word strategies to help children with cerebral visual impairment use their vision more effectively. Eye (London, England), 37(2), 285–289. https://doi.org/10.1038/s41433-021-01920-4
6. Bennett, C. R., Bauer, C. M., Bailin, E. S., & Merabet, L. B. (2020). Neuroplasticity in cerebral visual impairment (CVI): Assessing functional vision and the neurophysiological correlates of dorsal stream dysfunction. Neuroscience and biobehavioral reviews, 108, 171–181. https://doi.org/10.1016/j.neubiorev.2019.10.011
7. McDowell, N., & Budd, J. (2018). The Perspectives of Teachers and Paraeducators on the Relationship between Classroom Clutter and Learning Experiences for Students with Cerebral Visual Impairment. Journal of Visual Impairment & Blindness, 112(3), 248-260. https://doi.org/10.1177/0145482X1811200304 (Original work published 2018)
8. Duesing, S. L., Lane-Karnas, K., Duesing, S. J. A., Lane-Karnas, M., Y, N., & Chandna, A. (2025). Sensory substitution and augmentation techniques in cerebral visual impairment: a discussion of lived experiences. Frontiers in human neuroscience, 19, 1510771. https://doi.org/10.3389/fnhum.2025.1510771
9. Goodenough, T., Pease, A., & Williams, C. (2021). Bridging the Gap: Parent and Child Perspectives of Living With Cerebral Visual Impairments. Frontiers in human neuroscience, 15, 689683. https://doi.org/10.3389/fnhum.2021.689683