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This research examines how CVI-related visual issues influence children’s experiences in mainstream classrooms. Interviews and focus groups with ten parents and eleven classroom teachers explored children’s needs and the impact of support strategies. Due to COVID-19 school lockdowns, the study period was shorter than planned. Findings showed widespread learning, emotional, and social-interaction support needs, with sessions and calming practices helpful but requiring further evaluation.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/children-with-cerebral-visual-impairment-related-visual-issues-in-the-classroom-weaving-educational-practice/579456/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/children-with-cerebral-visual-impairment-related-visual-issues-in-the-classroom-weaving-educational-practice/579456.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the research on CVI-related visual issues?","Question",{"text":111,"@type":112},"The study aims to better understand how CVI-related visual issues affect children within mainstream classroom settings, including what support strategies can help them.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who participated in the research and how was data collected?",{"text":116,"@type":112},"Ten parents and eleven classroom teachers of children with CVI-related visual issues participated. 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Weaving educational threads. Weaving educational practice.  \nChildren with cerebral visual impairment related visual issues in the classroom  \nNicola McDowell  \nABSTRACT  \nCerebral visual impairment is a high incidence visual issue with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021) . However, it is still avery unknown condition with very little awareness in the general public (Ravenscroft et al., 2021) . The aim of this research was to better understand how CVI related visual issues impact children in the mainstream classroom. Ten parents and eleven classroom teachers of eleven children with CVI related visual issues participated in the research, which used interviews and focus groups to develop a better understanding of the children and to ascertain the effectiveness of a range of strategies that were implemented to support the children throughout the research period. This was shorter than planned due to the COVID pandemic and school lockdowns. The research found that 82% of the children had learning support needs, 100% had emotional support needs, and 91% experienced challenges with social interactions. The CVI education sessions, decluttering, mindfulness, gratitude and calm breaks all helped the children, however the research period was not long enough to assess the overall effectiveness of the strategies and further research is needed in this area.  \nKEYWORDS  \nCerebral visual impairment, children, classrooms  \nIntroduction  \nHaving a child in your classroom who is blind or low vision can be an exciting challenge for teachers, especially if it is their first experience of supporting a child with visual needs. In the past, most teachers never got to experience the joy of creating a suitable learning environment for a child whois blind or low vision due to the low incidence of ocular (eye related) visual disabilities. However, there has been a significant shift in the main cause of visual impairment affecting children in the economically developed world in the last 30 years, resulting in more children being identified as having visual issues that impact on their learning and therefore, more children with visual needs in  \nKairaranga, 2023, 24(2), 15-29. Weaving educational threads. Weaving educational practice.  \nour classrooms (Williams et al., 2011; Williams et al., 2021) . Previously, children predominantly experienced visual impairments due to ocular pathologies such as congenital cataracts andretinopathy of prematurity (Fazzi et al., 2007) . Recently, due to improvements in postnatal healthcare, these ocular conditions are detected early and treated effectively (Gorrie et al., 2019) . However, this improvement of postnatal healthcare has also seen the rise of the incidence of brainbased or cerebral visual impairment (CVI) (Chong & Dai, 2014) . CVI is caused by damage to some parts of the visual brain (the totality of brain elements that serve or support vision) (Lueck & Dutton, 2015), and can be defined as “a verifiable visual dysfunction which cannot be attributed to disorders of the anterior visual pathways or any potentially co-occurring ocular impairment”(Sakki et al., 2018, p. 430) .  \nCVI can cause a range of visual issues, including decreased visual acuity, reduced contrast sensitivity, visual field deficits, eye movement disorders, impaired motion detection, and many visuo-cognitive or visuoperceptual impairments (often referred to as visual perceptual difficulties or issues with the higher visual functions due to their higher order in the visual process) (Williams et al., 2021) . The prevalence rate of CVI related visual issues is approximately 3.4% of children in mainstream education, which equates to around one child in every classroom (Williams et al., 2021) . However, currently, many of these children are going unidentified and undiagnosed. This is especially true of the cohort of children that have normal or near normal visual acuity ","cbCaij9xUmShFAe4","https://ap.wps.com/l/cbCaij9xUmShFAe4","pdf",266637,15,"English","# Introduction\n## Background and definitions of CVI\n## Classroom impact and identification challenges\n## Developmental conditions and differentiation\n# Research aims and methodology\n## Participants and data collection\n## Limitations due to COVID-19\n# Key findings and support strategies\n## Learning, emotional, and social needs\n## Helpful interventions and need for further research","[{\"question\":\"What is the purpose of the research on CVI-related visual issues?\",\"answer\":\"The study aims to better understand how CVI-related visual issues affect children within mainstream classroom settings, including what support strategies can help them.\"},{\"question\":\"Who participated in the research and how was data collected?\",\"answer\":\"Ten parents and eleven classroom teachers of children with CVI-related visual issues participated. Interviews and focus groups were used to understand children’s needs and assess implemented strategies during the study period.\"},{\"question\":\"What were the main findings about children’s support needs?\",\"answer\":\"The research found that 82% of the children had learning support needs, 100% had emotional support needs, and 91% faced challenges with social interactions.\"}]","Children with cerebral visual impairment related visual issues in the classroom - Weaving educational practice | PDF",1792035672,38]