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2i - Conclusions

Posted by Helen St Clair Tracy in Level 2 - How The Brain Learns
Published: 07/03/2019, 12:56am | Updated: 13/03/2019, 2:40pm

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In these lessons we have explained the many different stages that come together to create a successful learning process. We call this ACCESSIBLE LEARNING.

Accessible Learning

The many areas that all need to work well and together for learning to be optimally accessible.

Where a person is not learning so well, and has difficulties, which may include any of the following difficulties in:

  • Reading and writing
  • Staying focused & paying attention
  • Making friends & maintaining social relationships
  • Behaving well
  • Physical activities including balance and coordination
  • Following instructions
  • Self-care & looking after oneself
  • Staying happy and motivated

Then we can look at the learning process, to try to find out where the difficulties lie. This, we believe is a positive and constructive approach. Some may give a person a label of having a learning difficulty or learning delay, in a particular area. They do, so the label is correct, but the label learning difficulty does not tell us WHY? To help the person who finds something difficult, we need to know why they find it difficult.

CVI can affect every element of the accessible learning process. Some people with CVI may be affected by several elements of the accessible learning process, for example have a combination of:

  • Significant visual and hearing perception difficulties
  • Short term memory loss
  • Absence of speech and language (needed to the label)

Learning with such huge barriers may seem an impossible task, but it is not!

Each challenge needs to be understood, and where there is more than one, the challenges need to be understood in terms of how the affect the person's experience of the world when together. With this knowledge, and the in-depth knowledge of the individual and their life, the process of matching learning and teaching to the individuals challenges can begin. We will show you how.


Before you move on to the next lesson, please check:

  • You understand what we mean by Accessible Learning
  • You understand what each element under our term Accessible Learning means
  • You understand that where there are difficulties, it is essential to know why

Before moving on to Level 3, please review the full checklist from Level 2

  • You understand the difference between learning environments and aids, and that there is a process of how brain learns.
  • You understand there is a three way process of experience, memory and recognition
  • You know that we experience using our five senses.
  • You understand what an experience is, in terms of your brain and five senses.
  • You understand that not everything experienced, is a learnable experience.
  • You understand what perceivable means in terms of an experience.
  • You understand the what it means for something to be clearly perceivable.
  • You understand that we learn in layers and levels
  • You understand the foundations of knowledge are our existing memories, things we have already learnt and know.
  • You understand that some memories are strong, while others may be weak, and some wrong, where knowledge has been understood incorrectly.
  • You understand that the stronger the existing memories as a foundation, the more meaningful new experiences will be, and the better the learning.
  • You understand our example of a wall of knowledge, where bricks represent the memories that are your knowledge.
  • You understand what motivation is, in terms of the reward and ultimate increase in feeling of wellbeing.
  • You understand the importance of knowing the reasons why a person is and is not motivated.
  • You understand the terms we have used in this and the previous three lessons - clearly perceivable, meaningful and motivational.
  • You understand the term accessible learning experience.
  • You understand that clearly perceivable experiences are critical to accessible learning experiences
  • You understand some of the different types of memory
  • You understand the difference between short term and long term memories.
  • You understand some of the challenges to memory, and with CVI a particular difficulty is the experience may not be complete.
  • You understand why visual experiences for a person with CVI can cause additional challenges to learning.
  • You understand why, in relation to how the brain learns, the learning environment should be happy and positive.
  • You understand that recognition has two parts, to match and to label
  • You know what the condition prosopagnosia is
  • You understand the role of language in the recognition process
  • You understand the considerable challenges created when CVI is combined with an absence of language.
  • You understand what we mean by Accessible Learning
  • You understand what each element under our term Accessible Learning means
  • You understand that where there are difficulties, it is essential to know why

Next lesson: Level 3a An Introduction to the Visual Brain

Congratulations on completing Level 2!


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At CVI Scotland we are devoted to helping people understand cerebral visual impairments, and together working towards developing the understanding of this complex condition.