Vision Therapy Controversy
When Student Doesn't Qualify
Vision Tests & Tools
Interpreting the Eye Report
Structure & Function of the Eye
Common Visual Impairments
Cortical Visual Impairment
What is the FVE
Assessment Kit Materials
Near Vision Acuities
Distance Acuities & Fields
Learning Media Assessment
Writing the F.V.E. Report
Sample FVE Reports
Clinical Low Vision Evaluation
Assistive Technology Assessment
Orientation & Mobility Evaluation
Impact on Development
Unique Visual Needs
ECC Annual Needs
Writing SMART Goals
Overview of AT
Accommodations vs. Modification
Role of Classroom Teacher
Service Delivery Models
Least Restrictive Environment
Schools for the Blind
Student Led IEPs
Caution: These are the eligibility guidelines for Georgia! Although eligibility is similar from state to state, each state is able to set their own criteria for eligibility. Each state's Department of Education should identify the criteria for eligibility.
In Georgia, a child with a visual impairment is one whose vision, even with correction, adversely impacts a child's educational performance. Examples are children whose visual impairments may result from congenital defects, eye diseases, or injuries to the eye. The term "Visual Impairment" includes both visual impairment and blindness as follows:
1. Blind refers to a child whose visual acuity is 20/200 or less in the better eye after correction or who has a limitation in the field of vision that subtends an angle of 20 degrees. Some children who are legally blind have useful vision and may read print.
2. Visually Impaired refers to a child whose visual acuity falls within the range of 20/70 to 20/200 in the better eye after correction OR who have a limitation in the field of vision that adversely impacts educational progress.
(a) Progressive visual disorders: Children, whose current visual acuity is greater than 20/70, but who have a medically indicated expectation of visual deterioration may be considered for vision impaired eligibility based on documentation of the visual deterioration from the child's optometrist or ophthalmologist.
**Students who appear to be more visually impaired than one would suspect on the basis of their eye exam or students whose visual ability appear to be highly variable for no apparent reason may be suffering from damage to the visual pathway or visual cortex. When cortical visual impairment or post trauma vision syndrome is suspected, there are several ways to detect damage to the visual cortex or visual pathway:
1. Visually Evoked Potential Mapping (VEP Map) detects the processing of visual stimuli by the visual cortex.
2. Computerized tomography (CT) scan and magnetic resonance imaging (MRI) indicate areas of destroyed brain structure.
3. Electroencephalogram (EEG) measures the electrical activity of the brain.
You may wonder what to do when the student's vision cannot be corrected to 20/20 but they are found to not meet the eligibility criteria for school based vision services. Other school personnel and/or specialists may be able to address the students unique visual and learning needs. A reading specialist may be contacted to work on reading and learning disabilities. An occupational therapist and a physical therapist may address concerns of eye hand coordination and vision perception difficulties.
What is vision therapy and what is the controversy? This page provides information on vision therapy and why it is controversial and not provided by schools.