For aides and paraprofessionals

CVI in three sentences

CVI (cerebral or cortical visual impairment) is a vision problem that starts in the brain, not the eyes. The eyes can test fine, but the brain struggles to make sense of what they send, most of all with clutter, noise, movement or anything new. It changes with tiredness, so what the student saw this morning they may not see this afternoon.

Ten habits through the day

Arrival

1. Say your name, every time. “Morning, Jayden, it’s Ms. Ruiz.” Don’t expect them to know you by your face. Wear one thing they can learn you by, like the same bright lanyard every day.
2. Keep things where they live. Same hook, same cubby, same desk. If something moves, say so.

Transitions

3. Beat the crowd. Leave a few minutes before the bell. Full, noisy halls wear vision out fast.
4. Describe, don’t point. “The door is two steps ahead, on your right.” Not “Over there.”
5. Call out steps and edges early. “Three steps down. Rail on your left.”

Work time

6. One thing at a time. Clear the desk. Fold the worksheet to one question, or photograph it on the tablet and zoom in.
7. Ask, then wait. Stop talking and count to ten in your head. Don’t repeat the question or push the paper closer.

Lunch

8. Same seat, same spot in line. Say what’s on the tray: “Pizza on the left, apple at the top, milk on the right.”

Recess

9. Point friends out with words. “Ava’s by the slide, in her green coat.” Warn about swings and balls.

Dismissal

10. Same route, early. Introduce the driver by name and help the student sit down before the bus moves.

What to say, and what not to

Say	Don’t say
“It’s Ms. Ruiz.”	“Guess who?”
“Your pencil is by your right hand.”	“It’s right there.”
“Take your time.”	“Hurry up, everyone’s waiting.”
“Want a break from looking?”	“You saw it yesterday.”
“Want me to read it to you?”	“Look at me when I’m talking to you.”

Tired vision or refusal?

Signs of tired vision:

• Shuts eyes, puts head down, rubs eyes.
• Looks away, or at lights and windows.
• Swipes things off the desk.
• It’s worse later in the day, after PE, or in a noisy room.

What to do: change the task, not the student. Offer a break from looking, or switch to listening or hands-on work: “Let’s do this one out loud.” If they can do it by ear or after a quiet break, the problem was seeing, not effort. Write down the time, the place and the task, and tell the teacher.

When to step back

• Wait before you help. Give the full wait first.
• Set it up, then step away. Clear desk, things in their usual spots, then let them work.
• Let them use touch and memory. Many students look, look away, then reach, or find things by feel. That’s a smart strategy, not clumsiness.
• Keep your help where it’s still needed. A student may manage the classroom alone and still need you in a crowded hall.
• Ask them. “Did that help? Same way tomorrow?” The student knows their vision best.

If you can, sit in on a session with the student’s vision teacher (TVI). It’s the fastest way to learn what works for this student.