Cerebral visual impairment (CVI) is the most common cause of visual impairment in developed countries. CVI is a term that encompasses visual impairment caused by brain damage and is considered a neurological visual impairment. Because this condition is still not sufficiently explored, experts often equate this condition with autism spectrum disorder (ASD) during the diagnostic procedure. ASD is a neurodevelopmental condition defined by difficulties in social communication and interaction and limited, repetitive patterns of behavior, interests, or activities. Some children with CVI show difficulties in social integration, as well as difficulties in recognizing emotions and a limited ability to separate important signs from the face. Therefore, it is not surprising that one of these two conditions remains unrecognized during diagnosis. CVI can lead to impaired cognitive, motor, and social development, putting children at risk of developing behavioral traits resembling autism spectrum disorder. Similarly, children who develop cognitive and social developmental disorders may manifest a range of visual and perceptual deficits. Such a dual perspective emphasizes the great need to establish a link between visual impairment and neurodevelopmental disorders, for which it is important to recognize and act as early as possible by applying appropriate social and educational strategies. Today, more and more experts emphasize and point out that targeted and systematic testing for visual and perceptual impairments as well as the application of long-term and quality methods of work is becoming imperative for all children at risk. This paper provides an overview of the conditions of CVI and ASD, their diagnostic criteria and questionnaires, and certain work methods. It also shows the main similarities and differences between the conditions and emphasizes the need for additional engagement of experts in the diagnostic process as well as in direct work.