Access vs. cognition
Helping teams avoid underestimating a child when the real barrier may be visual, tactile, communication, or experience access.
About Lana
Lana Schorvitz, M.Ed., TVI
Lana helps families, schools, districts, and professional teams understand how visual access shapes learning, communication, concept development, and independence.
Why this work matters.
As a Teacher of Students with Visual Impairments, Lana's work has consistently returned to one essential question: Is the student struggling because they cannot understand, or because the experience has not been made accessible enough to build understanding?
That question is at the heart of the Hidden Curriculum of Vision. Many learners need direct, meaningful, and individualized experiences to understand concepts that sighted peers may absorb naturally through observation.
Lana's work bridges visual access, concept development, AAC, CVI, the Expanded Core Curriculum, assistive technology, family guidance, and systems-level school support.
Signature lens
Access is not the same as learning.
Lana helps teams look beyond whether materials are present and ask whether the learner has a meaningful way to perceive, participate, understand, communicate, and demonstrate learning.
Concrete confirmation
Creating shared, observable ways for teams to know how a child demonstrates understanding.
Meaningful independence
Supporting skills that generalize beyond the lesson into home, school, community, and adult life.
About Visual Impairment Access
Hidden Curriculum of Vision is connected to Lana's broader work through Visual Impairment Access, LLC, which supports students with visual impairments, blindness, deafblindness, and CVI through accessible experiences, concept development, communication, and meaningful inclusion.