Roles and Responsibilities When Learners Have CVI: Perspectives From Vision Professionals

Introduction: The roles and responsibilities outlined in a white paper by Mazel et al. , outline a scope of practice for vision professionals when learners are diagnosed with cerebral visual impairment (CVI). The goal of the current study was to identify teachers’ knowledge and skills to apply these roles and responsibilities in practice. Methods: Participants in this study had to be a certified vision teacher or orientation and mobility specialist and have at least one child with CVI on their caseload. Participants ( n = 238) were surveyed and asked to rate their skills and knowledge, agreement, and current practice given seven statements that described their roles and responsibilities. Participants were also asked to rank barriers to their practice. Results: The percentage of respondents who strongly agreed with each statement ranged from 78% to 97%. The percentage of respondents who rated their knowledge and skills at a high level across the seven statements ranged from 64% to 88%. Professionals most commonly identified a need for more training and a lack of time in the professional day as barriers to implementing the seven statements of practice. Discussion: Although most vision professionals reported high knowledge and skills in the identified roles and responsibilities, there continues to be a need for more understanding in their role in providing direct services to CVI learners. Implications for Practitioners: The need for more professional development opportunities, specifically in relation to assessment of students with CVI, was identified through the survey. Although vision professionals rated this task as high in their agreement and practice, it was rated as one of the lowest by respondents in terms of their knowledge and skills.