How to plan CVI-friendly classroom materials

Start with the one action the material should support

Before changing colors, contrast, spacing, or format, define the job of the material. Is the student matching a number, identifying a letter, following a story sequence, choosing between two options, or locating a target on a page?

A strong CVI-friendly request usually includes the instructional goal, the student's current visual preferences, the number of choices on the page, and whether the material will be used one-to-one, during a classroom activity, or as part of a larger unit.

Reduce visual clutter before adding new elements

Many materials become harder to use because too many details compete for attention. Removing decorative backgrounds, excess text, busy borders, and unnecessary images can make the target easier to locate.

• Use fewer targets per page when the task allows it.
• Keep the target and the response area visually separate.
• Make matching pieces large enough to handle and see.
• Keep labels consistent across the set.

Use contrast intentionally

High contrast is useful when it helps the student find the target. It becomes less useful when every element competes equally. For many classroom materials, the key is contrast hierarchy: the most important item should be the easiest item to notice.

Plan for the way the material will be handled

CVI-friendly materials often become stronger when paired with tactile or motor-based interaction. Velcro matching pieces, felt board cards, laminated pages, and simplified response fields can turn a visual target into a more usable classroom activity.

What to include in a Material Prep request

Send the source lesson or concept, the student's visual access notes, the classroom setting, preferred colors or themes, and the final activity goal. If the material needs to match an IEP goal or existing lesson routine, include that context before production starts.