FUNCTIONAL VISION EVALUATION
By: Carmen Willings
The Functional Vision Evaluation, conducted by the Teacher of Students with Visual Impairments (TVI) is important to determine what enhancements and adaptations may be helpful to maximize the visual potential for each student. Prior to conducting the functional vision assessment, a review of background information on the student's eye condition and medical treatment will be conducted. It is essential to obtain a current eye report (within the past year) as vision can change dramatically over time as well as the student's cognitive abilities and ability to cooperate during the assessment.
This page details general guidelines in conducting the Functional Vision Evaluation including informal and formal assessments to determine a students visual abilities.
Prior to conducting the Assessment, you will need to gather materials to use in the assessment. Knowing the age and cognitive level of the student will help determine the appropriate materials to place in the kit.
As part of conducting the Functional Vision Evaluation (FVE), it is important to interview the people who are familiar with the student as well as the student themselves when possible. This page provides examples of parent, teacher, and student interviews.
As part of the Functional Vision Evaluation (FVE), it is important to observe the student in the classroom and throughout their environment. This page details what to look for in observations.
This page details the assessment of the students oculomotor skills as well as the educational implications of difficulties in these areas. Oculomotor skills include localizing, fixating, scanning, tracking, and shift of gaze.
As part of the Functional Vision Evaluation, it is necessary to assess the students near visual acuities. The technique used will vary depending on the students cognitive abilities. This page details the assessment of the students near visual acuities.
This page provides environmental print comparisons to the Snellen chart as well as approximation of the student's visual acuity when a student does not respond or cooperate using standard assessments.
As part of the Functional Vision Evaluation, it is necessary to assess the student's distance visual acuities (including their intermediate and distance responses) as well as their visual fields. This page details the assessment of the students distance visual acuities and visual fields.
This page details the assessment of the students visual skills including discrimination and perceptual skills.
This page covers what information needs to be included in the Functional Vision Evaluation and Learning Media Assessment reports including possible recommendations.
This page provides a collection of pamphlets, handouts, and forms available for download to support your district's visual impairment program.
Assistive Technology is critical for students who are blind or visually impaired. AT makes information and print accessible to students. This page provides a list of low, mid, and high tech devices that may be used by a student who are blind or visually impaired.
Here you will find thematic units for teaching students who are blind or visually impaired the various areas of the Expanded Core Curriculum. Units include gender neutral activities for students of all ages. Select activities to match goals and objectives for each student's unique needs.