The child diagnosed with cortical visual impairment may not respond to the activities suggested for the light box in the same manner as a child whose vision loss is due to ocular abnormalities. The child whose vision loss is due to damage to the visual cortex and/or posterior visual pathways is said to have cortical visual impairment (CVI) (Groenveld, Jan & Leader, 1990). Other terms used to describe this type of visual loss include cerebral blindness, occipital blindness, visual agnosia, visual neglect, universal neglect and absolute scotoma (Morse, 1990). Damage may be caused by cerebral hypoxia; other causes include cytoplasmosis, toxoplasmosis, meningitis, trauma, and conditions causing cerebral degeneration. (Merrill & Kewman, 1986).
The literature suggest the following considerations may apply in performing activities on the Light Box with a child who has CVI.
Groenveld, M., Jan, J.E., & Leader, P. (1990). Observations of the habilitation of children with cortical visual impairment. Journal of Visual Impairment & Blindness, 84, 11-15.
Merrill, M., & Kewman, D. (1986). Training of color and form identification in cortical blindness: A case study. Archives of Physical Medicine and Rehabilitation, 67, 479-483.
Morse, M. T. (1992). Augmenting assessment procedures for children with severe multiple handicaps and sensory impairments. Journal of Visual Impairment & Blindness, 86, 73-77.
Morse, M. T. (1990). Cortical visual impairment in young children with multiple disabilities. Journal of Visual Impairment & Blindness, 84, 200-203.
Powell, S. A. (1996). Neural-based visual stimulation with infants with cortical impairment. Journal of Visual Impairment & Blindness, 90, 445-446.