• Move students toward using their vision more conventionally.
  • Increase presentation of 2-dimensional materials and adapted to increase complexity.
  • Teach salient features.
  • Teach and encourage students to use their vision to access differing environments, increase viewing at distances and identify what may be novel.
Photo Credit: The Bridge School

Phase III: At this stage, students are using their vision in more conventional ways. They learn the salient features of the objects in their environment and can access targets in different locations. The automatic door opener has a bright reflective surface and all of the outside switches are placed in the same relative position to the door so that the students learn where to look and how to access the classrooms independently.

The Phases of CVI

The CVI Range is a measure used to determine the degree of impact of the visual and behavioral characteristics.  The scores on The CVI Range span across three Phases, or segments correlated with progress across the zero-ten continuum. Each Phase has an overarching theme.  The ultimate goal is to achieve levels of functional vision associated with Phase III.  

  • The CVI Range provides a measurement of the level of CVI described by number values and and Phases (I, II, III).
  • The results of The CVI Range can be used to describe the functional vision of the individual with CVI.
  • The CVI Range provides a common standard of language used by parents and providers who are considering the needs of a diverse population of individuals with CVI.  In other words, when an individual with CVI is described as having CVI Range scores of 4 to 4.5, others who are familiar with The CVI Range can anticipate the general level of the 10 characteristics and recognize that the individual with CVI is in early Phase II CVI. 
  • Scores obtained on The CVI Range are used to determine the level and type of adaptations and interventions used in programming for individuals with CVI. 
  • The CVI Range terminology provides a framework that can be used to describe the strengths and needs of individuals with CVI.  Though individuals with CVI span a broad spectrum of intellectual, motor, language, and social abilities, they share a common thread of the presence of the CVI characteristics.