>> Lynne: The next characteristic of CVI we'll discuss is movement. Movement is integral to vision. Your eyes are constantly making small movements called saccades. Without these tiny movements of your eyes, you pretty much wouldn't be able to see anything. An example of this with another sense is, when you smell a really strong odor, after a while, you stop smelling it, even though the odor's still there. And that's because information has bombarded your receptors, and they are no longer firing. If your eyes were not making these constant little movements, they would just get bombarded by static visual information, and your vision would just gray-out. You would stop seeing anything. >> Sara: Awareness of movement, especially in the periphery, is reflexive and cannot be suppressed. It's a survival skill, basically. It helped us in the past, as a species, to not get eaten by a saber-toothed tiger, for example. We needed to be able to detect it and act quickly, and there is really not enough time for it to take the leisurely route through your cerebrum. Visual perception of movement is strongly associated with the dorsal or 'where' stream, which develops first. It requires very little acuity. >> Sara: People with CVI may generally see things that move better than they see things that are static. There are also those who may only see things that move or when they themselves are moving. >> Lynne: Reflective items, things like glitter, mylar and mirrors, are also processed by your brain as movement. These reflective items are what Christine Roman calls 'supercharged' movement because they're really hard to ignore. The video that we are going to watch right now is of a child who does not fixate on a whole lot of stuff. But as you'll see, she really has a hard time looking away from this super-charged shiny thing that is constantly moving: at least that's how her brain is perceiving it. And so this is an example of something we rarely saw with her, which was fixating on and tracking an object. So, let's watch the example. >> Sara: The second example we have is of a student who normally responds to visual information with some latency. But with this movement going on in his right peripheral field, he's looking very quickly. The dorsal stream is triggered by the movement, but the ventral stream doesn't recognize it, so he doesn't maintain visual attention. >> Lynne: That was an example of moving an object to help the student visually attend to it. You may see kids that move their heads and or their whole bodies so that they can see things better. Some students may constantly pace or seem to wander aimlessly. One of the reasons they may do that is because they can see when they're moving and they can't see when they're not. >> Sara: The brain is always trying to organize information and seeks information to organize when it can. When you see a child with CVI who is in trouble often for failing to stay in their seat, you will have to consider, as in all issues of behavior, what is this communicating about the child's sensory system? Are we denying access to vital information by requiring that our students sit still?