Supporting Students with CVI Through Technology:

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blind / low vision

Supporting Students with CVI Through Technology: Everyday Practices with CViConnect PRO Summary: This article will explore practical strategies for supporting students with cortical/cerebral visual impairment (CVI) using CVi- Connect PRO. Readers will learn how educators are customizing instruction based on individual visual behaviors, using gaze data to inform planning, and tracking progress across routines. Real-world examples and tips for implementation will help teachers and teams better understand how to provide accessible, responsive instruction for learners with CVI in early interven- tion and school-based settings.

INTRODUCTION When I first began working with children with Cortical Visu- al Impairment (CVI), I quickly realized that the strategies I had relied on for students with ocular visual impairments often fell short. CVI isn’t about clarity of vision. It is about how the brain interprets what the eyes see. This neurological difference calls for a fundamentally different approach to support. Today, CVI is recognized as the leading cause of pediatric visual impairment in developed countries (Chang & Borchert, 2020; Lehman et al., 2024). Yet many educators still lack the tools or training to deliver instruction that meets the unique needs of these learners. That is where CViConnect PRO has made a differ- ence. While no tool can replace thoughtful, individualized teach- ing, I have seen how the right technology can unlock insight and access when used with intention. As a teacher of the visually impaired, I’ve spent years search- ing for ways to support students with CVI that truly match how they see and learn. Like many others, I’ve learned that support- ing these learners requires more than just modified materials. It takes tools that help us see what they see, track progress in meaningful ways, and adapt instruction in real time. In this article, I’ll share how educators are using CViConnect PRO to do just that. You’ll hear from teachers in the field, see ex- amples of what’s working in real classrooms, and learn practical ways to support students with CVI using accessible technology.

Whether you’re just beginning to explore CVI or looking to refine your approach, my hope is that you’ll leave with new strategies and renewed confidence. WHY CVI REQUIRES A DIFFERENT INSTRUCTIONAL LENS According to the National Eye Institute (2024), cortical vi- sual impairment is defined as a neurodevelopmental disorder characterized by deficits of visual function and functional vision caused by neurologic damage to visual pathways and process- ing areas in the brain. Unlike ocular impairments, which typically affect how clearly the eyes see, CVI affects how the brain makes sense of what is seen (Roman-Lantzy, 2018). This often means students with CVI may be able to see, but struggle to recognize objects, track movement in cluttered en- vironments, or make meaning of visual input without significant support (Chang & Borchert, 2020). As one child’s team put it, “It’s not that he doesn’t see the image. It’s that the image doesn’t always have meaning to him.” Evidence continues to reinforce the need for tailored, respon- sive environments for learners with CVI. Chang and Borchert (2020) explain that “careful assessment of a child’s visual defi- cits may inform environmental modifications to promote visu- al functioning. Several authors recommend a simplified visual environment to minimize crowding and utilizing objects with

STEPHANIE STEFFER is the Business Director at CViConnect and one of the founding teachers for the platform. Before this role, Stephanie was a Teacher Consultant serving children with visual impairments for ten years (one year in Missouri and nine years in her home state of Michigan). She earned her degree from Eastern Michigan University for Special Education for the Visually Impaired and Early Childhood Education. Additionally, Stephanie is a Perkins-Roman CVI Range Endorsed professional.

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color, high contrast, and motion to facilitate visual recognition.” Understanding these visual and behavioral characteristics is the first step (Roman-Lantzy, 2018). Acting on them, consistent- ly and in collaboration with the full team, is where real change begins. In the sections ahead, I will highlight how educators are using tools like CViConnect PRO not to replace their judgment, but to sharpen it by better understanding how each student sees and responds. PRACTICAL IMPLEMENTATION: WHAT TEACHERS ARE DOING THAT WORKS Supporting a student with CVI often means adapting not just what we teach, but how we present it, when we present it, and under what conditions. The educators I work with are constantly adjusting these variables, and CViConnect PRO has become one of the tools helping them do that with more clarity and purpose. First, the team must do a functional vision evaluation con- sisting of a record review, parent interview, observation, and direct assessment (Roman-Lantzy, 2018). For students with CVI, vision professionals often rely on widely used tools such as the CVI Range or the Perkins CVI Protocol to guide this process. Both are designed to identify how a student with CVI uses their vision functionally and to guide appropriate accommodations and in- structional strategies. Teams can use the activities provided and data collected from CViConnect PRO to help reflect on the stu- dent’s level of functional vision.

After this information is gathered, the team can begin build- ing their schedule of interventions that align the activity design to a student’s known visual behaviors. For example, a teacher might create a red, high-contrast target placed consistently in the right visual field to support a learner with color and field preference. While this sounds simple, having a platform that allows for precise control of color, size, and positioning makes a difference, especially when visual complexity is a barrier. The CViConnect PRO Activity Designer allows professionals to make these adaptations as needed. Within the platform, a teacher could easily adapt this same activity to a different color or add movement for another child to meet their visual and behavioral characteristics. What makes these adaptations effective is the ability to ob- serve what works and adjust when it doesn’t. That’s where visual attention data becomes valuable. Using the iPad’s front camera, CViConnect PRO estimates where and when a student appears to look at a target on the screen. This measurement helps teams reflect on visual engagement patterns without requiring spe- cialized cameras or eye-tracking equipment. Teachers can re- view a session and see, in seconds, whether a student looked at a target, how long they sustained attention, and whether visual latency was a factor. With that information, teams can continue to fine-tune instructional materials.

One early childhood teacher shared, “ I had been using the same photograph of a familiar object across multiple sessions, thinking it was a good visual accommodation. But when I reviewed the look data, I realized my student never actually looked at it for more than a second or two. I swapped it for one with the back- ground removed, and used the drawing board feature to highlight some features. We saw immediate changes, not just in the data, but in his engagement. ” Carly Schlotterer, a TVI, reflected on the broader impact: “ The data helped me show progress, justify visual accommoda- tions, and even demonstrate growth during my professional eval- uation. It also made classroom staff more accountable for daily visual access. ”

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That level of responsiveness shifts instructional planning from guesswork to intentional design. The system allows mul- tiple team members, such as TVIs, classroom staff, related ser- vice providers, and families, to participate in a student’s support plan by sharing data, reviewing sessions, and contributing to implementation. For many teams, especially those supporting nonverbal learners or students with multiple disabilities, having this visual feedback affirms what they are seeing. In some cases, it reveals patterns they may otherwise have missed. Educators are also using the platform to support routines that build visual skills over time. One teacher embedded a cal- endar routine with highly familiar images into her daily practice. She used CViConnect PRO’s session history to track whether her student began to recognize the images more quickly or showed changes in visual latency. Over several weeks, she observed stronger visual engagement and faster recognition. These were changes that hadn’t been obvious through observation alone. Lauren Stanton noted, “ CViConnect PRO assisted classroom teachers in determining placement for students' materials within their visual field preference. Based on student behaviors and visual attendance, teachers were able to choose and create better educa- tional items in the classroom. ” These stories reflect the kind of thoughtful, flexible instruc- tion that many TVIs and early educators are already doing. What the tool provides is a way to make that instruction more precise, more informed, and more collaborative across teams. BUILDING INSIGHT: HOW EDUCATORS ARE TRACKING AND ADAPTING Once a strategy is in place, the real value comes from observ- ing how the student responds. CViConnect PRO helps make this process more consistent, especially when tracking visual atten- tion over time. Educators often describe how having access to session data gives them greater confidence in team discussions and IEP meetings. It is no longer just about what was observed in the moment, but what the student has demonstrated across multiple sessions. One teacher described it this way: “ Before using CViConnect PRO, we were relying on anecdotal notes and our impressions. Now I can show the team that the stu- dent’s longest looks occurred during quiet times or when the target is purple and moving. That completely changed how we planned the day. ”

This kind of information empowers teams to adjust both in- struction and the learning environment. Some educators have used the noise data to identify patterns of auditory distraction. One home visit provider realized just how much she and mom were talking during sessions and how that disrupted the child’s ability to maintain gaze on the visual targets. Others have used trends in visual latency to help teams give the student enough time to locate the target. These insights are especially useful for students who are unable to communicate preferences through speech or gestures. Findings from a federally funded OSEP Stepping Up Technolo- gy grant reinforce these experiences. The project evaluated over 2,800 instructional sessions using CViConnect PRO. Students who received instruction from trained TVIs looked at the screen more often, sustained their gaze for longer periods, and spent more overall time attending to visual information compared to students whose TVIs had not received training. Those without training showed more random screen tapping, suggesting that thoughtful implementation and professional development con- tribute directly to improved visual engagement (OSEP CViCon- nect Project Data, 2024).

For new users, getting started with this kind of visual track- ing doesn’t require a complicated plan. Many teachers begin

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with just one activity aligned to a known visual behavior, such as adding movement, using a familiar image, or reducing the number of items within the array. Starting small and reviewing session data together allows teams to learn what works before expanding use. A high school student using CViConnect PRO once told her team, “These activities are so calming. I find my body relaxing when I watch these.” Her team now uses visual warm-ups and preview features as part of her orientation and mobility lessons. Here are a few tips I often share with teams who are just be- ginning: • Begin with what you already know elicits visual attention from the child. • Select an activity from our library that mimics these visual characteristics. • Repeat activities to gather consistent data. • Sessions may need to be longer than you think to accom- modate for visual latency. • Review the data from these sessions to see if it matches your observations. • Based on the data, change one factor at a time (ie. position- ing, target, or environmental complexity). If you change more than one of these you won’t know which is needed or not. • Share session insights with the team. Use the insights to in- form decisions about accommodations and routines, and begin to create an accessibility schedule for how the child will participate throughout their day. CVI is complex, and no tool can replace professional judg- ment. By supporting documentation, pattern recognition, and collaboration, CViConnect PRO helps educators feel more pre- pared to meet the needs of students with CVI. CONCLUSION The work of supporting students with cortical visual impair- ment is deeply individualized. It requires us to recognize how vision functions differently for each learner and to adapt our instruction accordingly. Technology like CViConnect PRO does not replace that work. It supports it by making our observations more visible, our planning more intentional, and our collabora- tion more focused. Across all the stories and strategies shared in this article, one theme stands out. When we listen closely to what the data tells us, and more importantly, to what the student is showing us, we begin to build an educational experience that is both accessible and empowering. These learners deserve nothing less. Whether you are just beginning to explore CVI or already im- mersed in supporting this population, tools like CViConnect PRO can help guide next steps. The most important part is choosing to look more closely and respond with intention. Note: CViConnect PRO does not use eye-gaze control tech-

nology. The system estimates visual attention using the iPad's camera and does not support navigation or device control. RESOURCES Chang, M. Y., & Borchert, M. S. (2020). Advances in the evaluation and management of cortical/cerebral visual impairment in children. Survey of Ophthalmology, 65(6), 708–724. https://doi.org/10.1016/j.survophthal.2020.03.001 Lehman, S. S., Yin, L., Chang, M. Y., Ortube, M. C., Good, W. V., & Pineles, S. L. (2024). Diagnosis and care of children with cerebral/cortical visual impairment: Clinical report. Pediatrics, 154(6), e2024068465. https://doi.org/10.1542/ peds.2024-068465 National Eye Institute. (2024, November 19). NIH-led scientific team defines elements of brain-based visual impairment in children [Press release]. National Institutes of Health. Retrieved from https://www.nih.gov/news-events/news- releases/nih-led-scientific-team-defines-elements-brain- based-visual-impairment-children

Roman-Lantzy, C. (Eds.) (2018). Cortical Visual Impairment Advanced Principles, Louisville, KY: APH Press.

Roman-Lantzy, C. (2018) Cortical visual impairment: An approach to assessment and intervention. Second Edition. New York, NY: AFB Press.

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