The Perspectives of Teachers and Paraeducators on the Relationship between Classroom Clutter and Learning Experiences for Students with Cerebral Visual Impairment

Abstract

Introduction Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students’ behavior and learning experiences before and after de-cluttering were sought through interviews. Findings The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students’ learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion The potential link between cluttered classrooms and students’ functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including “black hubs,” may therefore benefit students with CVI. Implications for practitioners This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated.

A pilot study of the Austin Playing Card Assessment: A tool to detect and find the degree of visual perceptual difficulties related to clutter

“…These children became more distracted, showed more signs of visual and general fatigue and showed less accurate visually guided movement in their classroom environments. This is in line with the work by McDowell and Budd (2018) and Little and Dutton (2014), who show that by reducing the amount of clutter surrounding a child with more severe CVI, their visual and overall functioning greatly improves. This highlights that the Austin Playing Card Assessment has the potential to detect a number of different visual perceptual difficulties, especially when the assessment is conducted in both quiet and cluttered environments and making appropriate comparisons.…”

“…Recent research by Josef Zihl (outlined in a study by Zihl and Dutton (2015)), Bennett et al (2018), and Goodale and Milner (2013) has identified key features of visual perceptual difficulties, including random search patterns using darting eye movements (quick, repetitive shifts of gaze to different locations in the visual field), increased search times (especially as the complexity increases), decrease in performance when the number of objects and distractions increase, and slower and more inaccurate reaching and grasping of objects. Research by Little and Dutton (2014) and McDowell and Budd (2018) has also shown that cluttered and noisy environments where there is an overload of visual and auditory information, as well as constant movement of others can negatively impact on visual and overall functioning of children with more severe CVI. These findings suggest that to detect visual perceptual difficulties in less-affected children who have near normal or normal visual acuities, assessments conducted in both quiet and cluttered environments (such as a child’s classroom) to compare the child’s performances, could help identify potential visual issues.…”

“…To identify and support the growing number of children with visual perceptual difficulties, low cost, simple, effective, and practical methods for detecting and categorising these issues warrant development. Such methods need to detect whether or not the child demonstrates a number of indicators of visual perceptual difficulties, including darting eye movements, slower processing of the visual scene with increasing complexity (Bennett et al, 2018; Zihl & Dutton, 2015), difficulties with visually guided movement (optic ataxia) (Bennett et al, 2018; Goodale & Milner, 2013), and whether the child is easily distracted by visual and auditory clutter and movement of others (Little & Dutton, 2014; McDowell & Budd, 2018). They also need to be applied in real-world situations, as opposed to clinical settings, to develop an accurate picture of the child’s visual abilities.…”

Cortical visual impairment: Diagnostic criteria and treatment elements

“…U toku dve nedelje rada u ovakvom okruženju nastavnici su pratili i beležili ponašanje učenika sa CVI. Na osnovu intervjua sa njima istraživači su zaključili da takozvana "crna čvorišta" i eliminacija "vizuelne gužve" pozitivno utiču na vizuelno funkcionisanje, ponašanje i učenje učenika sa CVI (McDowell & Budd, 2018). Iako su ovim istraživanjem obuhvaćeni neki primeri adaptacija sredine već korišćeni u individualnom radu sa decom sa CVI, ono ima značajan doprinos u rešavanju jednog segmenta njihovih inkluzivno-edukativnih potreba.…”

Improving outcomes for primary school children at risk of cerebral visual impairments (the CVI project): study protocol for the process evaluation of a feasibility cluster-randomised controlled trial

“… 7 Research into strategies to support children with CVI has suggested that providing a less cluttered visual environment may help. 8 9 …”