Exploring the Need for Education on Cortical Visual Impairment Among Occupational Therapy Professionals and Teachers of Students With Visual Impairments

Abstract

Introduction: Cortical or cerebral visual impairment (CVI) is the leading cause of bilateral visual impairment in developed countries. The goals of this study were to explore the CVI education and training received by occupational therapy practitioners and teachers of students with visual impairments and to quantify the confidence of these professionals to evaluate and work with children who are diagnosed with CVI. Methods: An Internet-based survey was conducted with a volunteer sample that included occupational therapists, certified occupational therapy assistants, and certified teachers of students with visual impairments who practice in 50 U.S. states; Washington, D.C.; and Canada. The survey was posted on professional organizations and social media websites, as well as emailed to colleagues at organizations such as the Association for the Education and Rehabilitation of the Blind and Visually Impaired, schools for students who are blind, and local universities. Data collection occurred between June 2019 and November 2019. Results: Surveys were completed by 205 respondents from 43 U.S. states; Washington, D.C.; and Canada. Occupational therapy practitioners consistently reported lower rates of formal education in CVI, with only 25% of occupational therapists and 47% of certified occupational therapy assistants receiving education on CVI in their academic programs. Less than 23% of occupational therapists received training on CVI assessments, whereas 75% of teachers of students with visual impairments had training in CVI assessments. Additionally, respondents indicated reduced satisfaction with their knowledge and skills for treating or teaching children with CVI. Discussion: The results indicate a gap in formal CVI education for occupational therapy practitioners and, to a lesser extent, teachers of students with visual impairments. Due to the increasingly high prevalence of CVI, the gap in formal education on CVI is significant. Implications for Practitioners: Results indicate the need to increase formal and continuing education for occupational therapy practitioners and teachers of students with visual impairments.

Toward Removing Barriers in the Evaluation, Diagnosis, and Care of Individuals With Cerebral Visual Impairments

“…Thus, implementing a multidisciplinary assessment and intervention team, well-versed in CVI, and with open channels of communication enables the impact of CVI on daily functional skills to be more fully captured and to better implement interventions that may improve performance across the range of effects of the condition (Boonstra et al, 2022; McConnell et al, 2021; Ortibus et al, 2019). Currently, this may be challenging as resources to achieve this may be limited and every member of the team may not yet fully understand the diagnostic criteria, evaluation approaches, or consequences of CVI (e.g., Harpster et al, 2022; Mazel et al, 2019; Salavati et al, 2017). Actively seeking out various members with pertinent areas of expertise will help ensure that the assessment data related to the learner's use of vision is contextualized within their other sensory systems and educational needs (Lueck & Dutton, 2015).…”

“…Currently, CVI is not or is minimally part of the mandatory training for most medical professionals, including ophthalmologists, leading to a lack of exposure and confidence in evaluating, diagnosing, and medically treating those with CVI (Harpster et al, 2022). This may be particularly evident for those in whom visual fields and acuity are within typical levels (Goodenough et al, 2021).…”