Degree
Doctor of Philosophy (PhD)
Department
Educational Leadership & Research
Document Type
Dissertation
Abstract
This study explored how Louisiana’s expanded definition of visual impairment has influenced professional practices in identifying and supporting students with Cortical or Cerebral Visual Impairment (CVI). CVI, a brain-based visual condition, remains understudied, leaving educators with limited evidence-based guidance. Using a qualitative phenomenological design, this study examined the experiences, challenges, and strategies of professionals across eight key roles: Assistive Technology (AT) Specialists, Occupational Therapists (OTs), Orientation and Mobility (O&M) Specialists, paraprofessionals, Speech-Language Pathologists (SLPs), special education teachers, special education administrators, and Teachers of the Visually Impaired (TVIs). Data were collected through semi-structured interviews and artifacts to capture interdisciplinary perspectives. Thematic analysis identified patterns in how professionals understand CVI, address learning needs, conduct assessments, and implement instructional strategies. Findings indicate that Louisiana’s policy shift has begun to reshape practice, leading to more interdisciplinary, collaborative, and holistic approaches to support. This study contributes to the limited body of CVI research and represents the first examination of how a state-level policy change has affected professional practice in this field.
Date
11-2-2025
Recommended Citation
Mujahid, Nabiha, "A HOLISTIC APPROACH: STRATEGIES FOR STUDENTS WITH CORTICAL/CEREBRAL VISUAL IMPAIRMENT" (2025). LSU Doctoral Dissertations. 6947.
https://repository.lsu.edu/gradschool_dissertations/6947
Committee Chair
Margaret-Mary Sulentic Dowell
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Special Education Administration Commons, Special Education and Teaching Commons