CVI and Other Visual Impairments in Students with Significant Cognitive Disabilities - NCDB/ATLAS Brief - #2

Oct 15, 2026

Brief co-produced by NCDB and ATLAS examining differences in educational experiences between students with significant cognitive disabilities who have cortical visual impairment (CVI) and those with other visual impairments. Summarizes key takeaway contrasts in access to instruction, communication and academic skills, suspected hearing loss, health issues impacting participation, and likelihood of “Multiple Disabilities.” Uses First Contact survey data from over 100,000 students using Dynamic Learning Maps alternate assessments across 17 states in 2017–2018.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Key Takeaways

Data Sources

Defining Visual Impairment Groups

Health, Sensory, and Physical Characteristics

Disability Classification

Communication

Instruction

Academics

CVI and Other Visual Impairments in Students with Significant Cognitive Disabilities NCDB/ ATLAS BRIEF \#2 This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about the differences between students with significant cognitive disabilities who have cortical visual impairment (CVI) and those who have other types of visual impairment (VI) . The information is drawn from a more extensive report, Students with Significant Cognitive Disabilities and Dual Sensory Loss. KEY TAKEAWAYS As compared to students with other types of VI, those with CVI • May struggle more to access instruction and make progress in the general education curriculum • Have fewer communication and academic skills • Have more reports of suspected hearing loss • Experience more health issues that interfere with instruction or assessment • Are more likely to have a primary disability classification of "Multiple Disabilities" DATA SOURCES • The First Contact (FC) survey is completed annually by teachers. It captures the characteristics and skills of students with significant cognitive disabilities who are enrolled to take the Dynamic Learning Maps® (DLM) alternate assessments. • This brief is based on FC Survey data from more than 100,000 students in grade 3 through high school who were enrolled in DLM assessments in 17 states during the 2017– 2018 school year. DEFINING VISUAL IMPAIRMENT GROUPS The “Students with Significant Cognitive Disabilities and Dual Sensory Loss” report used teachers’ FC responses to explore the differences in educational experiences of two groups of students with significant cognitive disabilities—those with CVI and those with other forms of VI. CVI is distinct from other forms because although the health of the eyes appears to be normal, the brain has difficulty processing information it receives from the eyes. CVI may be due to brain injury or malformation (either congenital or acquired) . Data indicated that 4,765 students had some form of VI. Of these, • 1,510 (31 . 7%) had CVI (fewer than 10% also had additional forms of VI, including low vision [7.2%] and legal blindness [9.7%]) • 2,846 (59.7%) had VI other than CVI, including low vision (49.1%) and legal blindness (34.2%) Teachers did not specify the type of VI for 409 (8 . 6%) students. [nationaldb.org](nationaldb.org) CVI and other Visual Impairments in Students with Significant Cognitive Disabilities | 1 HEALTH, SENSORY, AND PHYSICAL CHARACTERISTICS The report found that health, sensory, and physical characteristics also varied among students with significant cognitive disabilities who had CVI versus other forms of VI: • Fewer students with CVI had diagnosed hearing loss. • Of those with diagnosed hearing loss, the degree of loss was more likely to be unknown in those with CVI (31%) as compared to those with other forms of VI (21%) . • Students with CVI had more limited use of their hands. • Students with CVI experienced health issues that interfered with instruction or assessment at a much higher rate (73%) than those with other forms of VI (45%) . NCDB/ ATLAS BRIEF \#2 DISABILITY CLASSIFICATION Students with CVI were more likely to have a primary disability classification of “Multiple Disabilities”than those with other forms of VI. Table 1. Primary IDEA Classification Among Students with CVI and Other VI | Primary IDEA disability category | CVI
(N = 1,495) | | Non-CVI
(N = 2,820) | | | --- | --- | --- | --- | --- | | | n | % | n | % | | Autism | 29 | 1.9 | 130 | 4.6 | | Deaf-blindness | 32 | 2.1 | 58 | 2.1 | | Intellectual disability | 109 | 7.3 | 478 | 17.0 | | Multiple disabilities | 1,074 | 71.8 | 1,526 | 54.1 | | Visual impairment, including blindness | 38 | 2.5 | 265 | 9.4 | | Other | 213 | 14.3 | 363 | 12.9 | COMMUNICATION Students with CVI had more limited communication skill

FAQs

How does CVI affect access to instruction compared with other visual impairments?

Students with CVI may struggle more to access instruction and make progress in the general education curriculum than students with other visual impairments.

What differences appear in health and sensory characteristics for students with CVI?

Students with CVI experience health issues that interfere with instruction or assessment at a much higher rate (73%) than those with other forms of VI (45%), and diagnosed hearing loss is less often identified.

How do communication and academic skills differ for students with CVI?

Students with CVI have more limited communication skills and less consistent demonstration of language understanding. They are also less likely to consistently demonstrate mathematics, reading, and science skills during instruction.

Oct 15, 2026

Uploaded by Riley West