Krissy Vannoy is a Perkins-Roman CVI Endorsed Teacher of the Visually Impaired (TVI) in West Virginia, USA. I recently met Krissy through a Facebook group for Cortical Visual Impairment (CVI). She was generously answering parents’ questions and she was very kind to answer mine as well. I took the opportunity to ask her about the classroom setting and routines for children with CVI. She shared some really great insights and ideas. Thank you, Krissy!
This Fireside Chat is my most recent initiative at CVI Journey. Its purpose is to create opportunities to engage professionals and parents with deep CVI knowledge on a one-on-one basis, so our community can benefit from their insights and experience. Please, help us share this blog with other parents, and if you want to participate in a fireside chat, please contact me. We are looking for volunteers to step forward.
About Krissy Vannoy: My name is Krissy Vannoy and I am a teacher of the visually impaired in Kanawha County. I knew at the age of seven that I wanted to be a teacher. I got my undergrad at West Virginia State University and got a job teaching self-contained intellectually disabled (ID) students. I had several students receiving vision services in my classroom. The TVI that would come and work with them told me I should become a TVI, I had the heart for it. I then went to Marshall University and received my masters in special education for vision. I have been a teacher of the visually impaired for three years but have been teaching for 13. I am blessed to have married my high school sweetheart Jason and we have two beautiful children together Seth and Lilly. Teaching is not a job but a calling from God and I am blessed that my path is working with visually impaired and blind students. I know I am their voice when they don’t have one.
Krissy, why are routines and consistency important for children with accessibility needs such as Cortical Visual impairment (CVI). What is meant by “routine” and “consistency”? Are we talking about eating, sleeping and playing at the same time every day, or something different?
Children tend to learn though incidental learning. This is when they learn from watching a parent do the dishes or take care of the baby brother or sister. They will then pretend play washing the dishes and taking care of the baby. Incidental learning is mostly done through sight. The child watches the adult and then mimics what they have learned. Children who have visual impairments are not able to learn through incidental learning. They must be given step-by-step instructions and detailed descriptions on how to wash the dishes, for example.
Some children with Cortical Visual Impairment can only see up to 12-14 inches due to difficulty with distance viewing (one of The 10 Characteristics of CVI), and so what is 12-14 inches within their sight is “their world”. Routines and consistency will not only help children with learning and anticipating day-to-day activities, but will help them grasp the “real world”. You are starting to lay the building blocks for their foundation of learning. I always say, you need to have a strong foundation or the house will fall. Routine and consistency are two major building blocks that must be laid for a strong foundation. There is no right or wrong answer with routines other than you have to be consistent.
Talk to your child often and tell them what you are doing no matter what age they are. For example, I will walk you through an example of a “morning routine”.
You get your child up for the day. If you’re like me, you will sing a song. I sing the “Good Morning Song” to my kids (they are 6 and 9 but I have done it for years and will do it until they tell me to stop). Once you get your child up, you may change their diaper. Talk them through the process. “I am changing your diaper so you can be all clean and fresh to start your day.” Once they are dressed, take them with you to the kitchen and again talk them through what you are doing. “I bet you’re hungry. Let’s go get your milk. Milk is in the fridge because it needs to be cold”. Once they have their milk, take them to the play area on the floor so they can drink their milk and play.
This is the early stage of developing routine and being consistent. Once your child is familiar with the milk routine, you can build up to helping him or her request milk. Help your child hand the sippy cup to you in order to express their desire. You can say, “Oh, okay, you want milk.” Immediately take him or her with you to get it.
Later on, you can encourage your child to touch a symbol that represents milk, like a photograph of the sippy cup. Again, when the child makes the choice take him or her with you so they can experience the process. You may even want to keep the sippy cup on the same shelf in the fridge and eventually let your child reach for it.
Consistency: This doesn’t mean you have to do the exact same thing every day at the exact same time. It just means you are consistent with your words or with your actions. Sometimes less is more! Using the milk as an example again, you are consistent with the milk routine. When the child gets the sippy cup and shows it to you, you will pick him or her up with the sippy cup, go to the kitchen, and verbally describe the steps of pouring the milk into the sippy cup while doing it. Once this is repeated over and over again, the child will learn that the milk is in the fridge and it needs to stay cold. Eventually, you will show the child the sippy cup in the fridge (same spot) so he knows where he needs to be looking to get his sippy cup.
Routine and consistency are two major building blocks for a solid foundation. By starting when they are young, you are preparing them for a future in education. The example of the milk is a representation of an object that will later turn into a picture, and will then turn into the ability to make a choice between two things.
Is there anything a parent can do for a child with CVI to prepare them for starting school?
Yes, routines and being consistent. These are the main building blocks to your child’s future education. Read to your child daily! Have them sit on your lap and read. I like to read Elmo and Clifford books because they are big red characters my students can see. You can search online for black and white board books and several items will pop up. Here is another link I give parents as a resource on books. 8+ Beginning Books for CVI by Everyday CVI.
What are some of the key challenges children with CVI may encounter in a classroom or playground setting? How can we help them navigate these challenges?
In the classroom, less is more for our children. There can be a lot of visual clutter and background noise. For example, Circle Time in a preschool setting is a wonderful thing but for students with CVI, there is a lot going on in the background. I have used personal calendars and tactile calendars from American Printing House (APH) for my students with CVI. When we are singing about the days of the week, I point to “Wednesday” (red letters on a black background). I have also created alphabet letters, numbers 1 to 100 and name cards using red lettering on black background. This helps them to focus on what is important.
Classroom teachers are key! For all activities being done and stories being told, I will coordinate with the classroom teacher on the CVI adaptations I feel little Johnny will need. For example, one time in a preschool setting, they were reading the popular children’s story, The Three Little Pigs. I printed pictures of the three little pigs, cut them out and glued them to popsicle sticks. I then added tactile items such as straw to represent hay, pretzel sticks for wood, and a small stone to represent the brick. When they were talking about each character, my student could look and feel for the key elements of the storyline.
Playground: Provide early exposure to everything! Think back to what I said earlier: our kiddos are all about themselves because they are a constantly in “their world” which for some children with CVI can be up to 12-14 inches around them. We as parents and educators need to expose them to new things while they are young! This may be going down the slide with them while describing the actions being taken. “Look Sarah, let’s try the slide. We are going up three stairs: one, two, three. We are at the top of the slide. Hold on to Mommy and let’s slide down. Let’s do it again!” I would attempt a new piece of equipment first and then go back to what you know they love, such as swinging, so they are exposed to all areas of the playground.
Should parents leave it to the TVIs and schools to take care of their child’s CVI needs during the school day?
Yes and no. I think that yes, you as a parent should consult with the TVI on any issues that you think your child may be having in the classroom, but at the same time rely on your TVI to go into the classroom and see first-hand issues that your child may be having. It’s a team effort so there is no right or wrong answer here. The TVI may notice things at school while you notice things at home. We are all pieces in putting the puzzle together.
If you could say just 3 things to every parent out there who has a child with CVI what would they be?
- It’s not your fault! Moms and dads often feel guilty. I experience it with parents on a daily basis. We say to ourselves, “If only I did this differently…” Stop beating yourself up over something you have no control over. Yes, have a good cry to get it out of your system and then move on. Your child is your number one priority and that will never change, regardless of a CVI diagnosis or not.
- Learn your child’s vision needs and implement them on a daily basis (routines and consistency).
- Always celebrate! You can’t compare your child to other children. Learn to celebrate every victory or milestone they achieve. When they can look at one object, celebrate. When they can look at two objects, celebrate. When they try to hold their bottle, celebrate! Remember, it’s the small things in life that really matter!
You may already know about Alissa DeSousa but here are YouTube videos that I have researched and given to my parents of children with CVI during this virtual learning. Paths to Literacy has also recommended her.
Cindy has a deep interest in Cortical Visual Impairment (CVI) and is currently studying Early Childhood Education. She focuses most of her time on her energetic daughter: playing, cuddling and helping to make her world visually accessible. Cindy holds a degree in Marketing and has worked in the not-for-profit sector for many years.