Accessible is one of those words with a range of meanings that is widely used. We want to be very clear about exactly what we mean when we use the term accessible, in relation to an experience and to learning.
In the previous three lessons we have explained what we believe is necessary for an accessible learning experience, that is:
Accessible Learning needs each experience to be:
We will use these terms throughout the following lessons.
CVI can, in many different ways, affect how clearly perceivable an experience is, often without the person with CVI being aware of what they are not perceiving.
If an experience is not clearly perceivable, then it is much more difficult to make sense of, so it is less meaningful, which makes it difficult and probably frustrating. This can prevent motivation to learn because the information, or the skills to be learnt are inaccessible
It is easy for a negative spiral to evolve:
And from this negative cycle, when repeated over time, this is what happens:
So this little part of the learning process we have called clearly perceivable, is really important to understand.
Learning is all about the brain.
CVI affects learning, particularly how clearly perceivable an experience is.
That means that CVI affects every part of who that person is.
CVI is not a condition that a person carries, whether from birth or acquired in life, CVI is part of who the person is, and if understood and suitably supported, each person with CVI should be able to learn and to develop.
Before you move on to the next level, please check:
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