Using color can help students who have cortical visual impairments. Most of these learners have one color they prefer, and you can employ this color as a teaching tool. Use the preferred color as a locator within the classroom: for a spot on the carpet, for a student's desk and chair, or for a location at a center. In some cases, you may place the color preference behind text, figures or pictures. Utilizing the preferred color can gain a child's attention before beginning instruction.
Many people with cortical visual impairments learn through touch. When feasible, strive to incorporate realia into your lesson plans and link visuals to touch for maximum effectiveness. For example, when teaching a lesson on the Mohs scale for minerals, these students need to touch the minerals to feel the difference in hardness. If you are reading a story about pumpkins, they should be able to touch the outside and the inside of a pumpkin. Students with CVI can physically count and move objects in mathematics class for addition.
When using visual cues, show them one at a time. If a picture is large, hide part of it and reveal a portion of it at a time. If the picture has a lot of background, consider taking the background out of the picture and presenting the single image. The student may have a preference for shape, size and number of visual cues, so ask the student about individual preferences. Consider whether putting a contrasting color behind the visual cue would aid in comprehension.
Students with CVI need to use their visual field to their best advantage. So determine what and where the child’s visual field is. You may need to add lighting or lower lighting for a CVI learner. Minimize distractions within the student's visual field. Reduce noise levels as well to help the child focus. The student may prefer a peripheral visual field or a central visual field. Work within the individual's visual field for short periods, and allow him or her to rest in between work times.