Understanding what children with CVI see, and using this knowledge - - PowerPoint PPT Presentation

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Understanding what children with CVI see, and using this knowledge - - PowerPoint PPT Presentation

Jul 07, 2023 590 likes •1.78k views

Understanding what children with CVI see, and using this knowledge Gordon Dutton Key Fact Children can only learn from what they can See Hear & Understand Key Fact Children can only learn from what they can See

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Understanding what children with CVI see, and using this knowledge

Gordon Dutton

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Key Fact

Children can only learn from what they can…

  • See
  • Hear &
  • Understand
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Key Fact

Children can only learn from what they can…

  • See
  • Hear &
  • Understand

While they are happy!

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Topics

  • How the brain sees

–‘From inside to out’

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Topics

  • How the brain sees

–‘From inside to out’

  • The profile of seeing

–when the brain sees differently

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Topics

  • How the brain sees

–‘From inside to out’

  • The profile of seeing

–when the brain sees differently

  • Finding and knowing the limits and…

–Staying within them –Using alternatives –Extending the limits?

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How the brain sees

‘From inside to out’

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How do we see?

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Visual pathways

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Visual Pathways

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Summary: MC

The computer The library The map

Parietal Lobe Temporal Lobe

Subcortical structures

Seeing

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Summary: MC

The computer

Parietal Lobe Temporal Lobe

Subcortical structures

Seeing

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Clarity of vision

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Contrast

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Colour Colour

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Seeing Movement

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Summary: MC

The library

Temporal Lobe

Subcortical structures

Seeing

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Summary: MC

The map

Parietal Lobe

Subcortical structures

Seeing

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The computer analyses the information The information is unconsciously mapped for all senses, as a 3D mental copy of the surroundings The images are compared with the library and painted onto the map

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So sight is inside to out (Not outside to in)

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The limits of seeing

when the brain sees differently

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Spectacle wear

  • All must be tested

to see if they need to wear spectacles for…

– Their optics / or – Lack of focussing

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Spectacle wear

  • All must be tested to

see if they need to wear spectacles for…

– Their optics / or – Lack of focussing …both of which are common

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Summary: MC

The computer

Parietal Lobe Temporal Lobe

Subcortical structures

Seeing

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The computing profile

Lower clarity Lower contrast

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Colour and contrast combined

Watch for what is seen and what is not

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Sgt K

1918 shrapnel wound Lost his lower vision (as well as his mapping for movement & search)

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When do propellers disappear?

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When do propellers disappear?

Or balls, or other moving targets?

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Summary: MC

The library

Temporal Lobe

Subcortical structures

Seeing

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Difficulty with faces and/or facial expressions

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Difficulty with faces and/or facial expressions

Possibly with difficulty recognising shapes, letters, numbers and objects

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Summary: MC

The map

Parietal Lobe

Subcortical structures

Seeing

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Vision with a poor map

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A B C D

Action with a less accurate map

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A B C D

Action with a less accurate map – affects all the body, or part – Eg the legs

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Finding and knowing the limits and…

–Staying within them –Using alternatives –Extending the limits?

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For lack of vision on one side…

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If doors or door posts are bumped into…

…a coloured marker at the child’s eye level, draws attention, and has proved very effective.

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…crossing roads, even at safe places needs a head and body turn

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…sitting to one side

  • f the classroom,

and being taught from the ‘good side’ while…

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…being encouraged to find favourite food on the hemianopic side (etc), enhances education whilst motivating visual search on the other.

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Children with acquired hemianopia have found that…

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Aproaches for lower visual field impairment,

  • ften with lack of attention.
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When feeding, the approaching spoon – is moved through the upper visual field

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Keep the floor space clear of obstacles

…especially if they are of low contrast

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The belt, clothing, pocket or elbow of an accompanying adult, is held on to, for tactile guidance of the height of the ground ahead.

Clothing Elbow

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While white shoes can aid walking by being more visible.

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Telescopic hiking poles supplement vision with tactile guidance

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An adjustable reading stand makes the lower part of the page accessible

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Eye contact

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Maximum eye contact distance

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Enlarging facial features…

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Making the important bits visible

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An eyeless toy?

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For 6/60 or 20/200 (1.0LogMAR) vision…

A felt tip drawing is visible …but a pencil image is not 20/200

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The gaps between lines are just as important as the line thickness…

Wide gaps are also needed …because insufficient gaps blur the

  • verall image
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And text…

  • Needs to match the functional visual acuity
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And text…

  • Needs to match the functional visual acuity
  • While being … san serif – like this
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And text…

  • Needs to match the functional visual acuity
  • While being … san serif – like this
  • Well separated like this
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And text…

  • Needs to match the functional visual acuity
  • While being … san serif – like this
  • Well separated like this

and

  • Have clear separation of

lines … like this

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Making stairs visible… Colour Contrast or Focal lighting

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Absent facial expressions ?

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Watch what is seen The commonest feature is a problem with colour naming.

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Say the for a few weeks, like…

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…sky blue and …

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… grass green

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In many, this condition of ‘colour anomia’, resolves within a few weeks.

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For impaired perception of movement …

Think about whether which moving things are seen and at what speed

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Older films with no zooming or panning, and limited movement are often preferred

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Playing with…

…balloons and beach balls

…gives progressive training in processing faster movement

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Slow facial expressions (and speech?)

Happy Angry Sad Surprised

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For impaired recognition despite good acuities…

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…the sound of the footfall, voice recognition, the shoes worn, and obvious skin blemishes aid

  • identification. While a

coloured hat or scarf can be seen from all directions.

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…and a flag can help identify the family car

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For impaired orientation…

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…coloured door and floor markers can prove useful

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As can colouring the doors themselves

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…and composing songs that describe routes

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For visual overload…

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…one dimensional search is helped by…

vertical and… horizontal array,

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While impaired reading can be helped by good horizontal & vertical spacing or…

a typoscope and/or a bar magnifier

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Not insisting on eye contact during a conversation but instead, teaching to look between sentences, helps the child to attend and listen.

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This UK classroom is overwhelming

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While this Japanese classroom is relaxing

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Like this uncluttered bedroom

(The act of de-cluttering at home and at school can greatly enhance performance.)

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…and this country scene is relaxing.

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For maths…

  • Presenting and writing

single calculations on (visible) graph paper helps prevent numbers in columns & rows from becoming jumbled.

  • While creating one’s
  • wn geometric figures

using string tied between chair legs has helped with geometry.

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Arriving early at a children’s party, when it is quiet, allows the ‘clutter’ to build up, and it’s OK to leave early too

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Listening to music through headphones can provide distraction, while ‘wraparound’ sunglasses may diminish complexity and can be relaxing; especially on car journeys

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Impaired visual guidance of movement or Optic Ataxia

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A child who cannot reach out because of lack of visual guidance of movement

  • …is helped by ‘tactile

bridging’ along a parent’s static of moving arm & hand.

  • This helps avert the

development of tactile defensiveness by preventing accidents, injury and pain…

  • …and promotes learning

and independence (probably through neuroplastic development).

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Teaching older children with impaired visual guidance of movement (optic ataxia) can include…

0 …using an extended little finger to identify the position of a surface when putting down a glass, … 0 …or touching the table, the chess board, or peg board with part of the body to locate it. 0 Holding the thumbs against the piano is done for the same reason, but touching the piano with the legs prevents the need to do this.

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A brick trolley designed to not ‘run away’ nor fall over backwards…

  • …provides a tactile

guide to the height of the ground, and (by banging into them) the location of obstacles.

  • Has a shape that helps

viewing the ground ahead as well

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Radio not TV communication…

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Radio not TV communication…

… all the time

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Radio not TV communication…

… all the time for scenes and emotions

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One needs to be ‘inside the mind of the observer’…

  • To understand and know what is seen and

what is not

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One needs to be ‘inside the mind of the child’…

  • To understand what is seen and what is not
  • To be able to ensure that everything used to

motivate and enhance skills and knowledge is perceptible and accessible

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One needs to be ‘inside the mind of the observer’…

  • To understand what is seen and what is not
  • To be able to ensure that everything used to

motivate and enhance skills and knowledge is perceptible and accessible

  • To know what is exciting, interesting and fun –

to bring about motivation, to facilitate neuroplastic brain development

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One needs to be ‘inside the mind of the observer’…

  • To understand what is seen and what is not
  • To be able to ensure that everything used to motivate

and enhance skills and knowledge is perceptible and accessible

  • To know what is exciting, interesting and fun – to bring

about motivation, to facilitate neuroplastic brain development And to always work within all visual, perceptual and intellectual limitations, to ensure that no effort is redundant.

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And make things accessible to drive…

  • Attention
  • Motivation and
  • Learning
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  • Attention
  • Motivation and
  • Learning to gain
  • Happiness
  • Independence

and

  • Fulfillment
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Conclusion

  • The brain sees

–‘From inside to out’

  • The limits of seeing

–Need to be identified

  • Known and understood

–To stay within them –To use alternatives –And to extending the limits

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Information

Sight simulation on your Android phone!

  • https://play.google.com/store/apps/details?id

=org.peekvision.public.android Free textbook

  • http://www.ssc.education.ed.ac.uk/resources

/vi&multi/bowmandutton/index.html