Approach to Distance Vision Assessment

​Use a combination of formal and informal methods to assess how the student uses vision in everyday situations. This should include:
  • Classroom-based activities (e.g., reading the chalkboard or smartboard)
  • Out-of-classroom environments (e.g., identifying a banner in the hallway or recognizing the correct school bus)
  • Dynamic visual situations, such as playing sports or navigating through the cafeteria or hallways
Include at least one formal distance vision screening procedure during the assessment. This serves as a functional comparison to clinical measures provided by a low vision specialist and helps determine how the student uses vision in natural settings. Observe performance with both familiar and unfamiliar tasks under varying lighting conditions.

Key Areas to Observe

In the Classroom
  • Reading distance materials: chalkboard, whiteboard, smartboard, or overhead projector
  • Preferred seating position and typical viewing distance
  • Lighting conditions and student’s adjustments (e.g., avoidance of glare)
  • Recognizing:
    • Posters and bulletin boards
    • Classmates and teacher facial expressions
    • Demonstrations, slide shows, or video content
    • Items or objects on the floor (e.g., dropped supplies)
In PE and Recess
  • Ability to:
    • Track and catch moving balls or objects
    • Navigate playing fields and gymnasiums where lighting and distances vary
    • Respond to fast-paced activities with visual components
In the Cafeteria
  • Navigating the lunch line
  • Identifying food options
  • Recognizing classmates and seating options in a crowded visual environment
In Hallways
  • Recognizing peers at a distance (noting that failure to do so may be misinterpreted socially)
  • Locating:
    • Room signs and door labels
    • Exit signs, restrooms, lockers, and the student’s own name/locker location
    • Common school areas like the office, media center/library, health room, or auditorium
In the Auditorium
  • Viewing performances, assemblies, or speakers
  • Student strategies when detail cannot be seen (e.g., sitting closer, using a monocular, asking a peer for descriptions)
In the Community
  • Recognizing and interpreting environmental cues:
    • Street signs and addresses
    • Store signs and fast-food menus
    • Traffic and moving vehicles
    • Airplanes, birds, or distant objects
    • Scoreboards, clocks, and digital signage
Distance vision is essential for orientation and mobility, gross motor development, recreational participation, and independent access to information.

​Recommendations Based on Distance Acuity

Depending on the student’s functional distance visual acuity, consider the following supports and accommodations:
  • Teach systematic scanning techniques to help the student locate people, objects, and information in their environment.
  • Preferential seating close to instructional displays (e.g., smartboard), demonstrations, performances, and assemblies.
  • Verbalize all visual information presented on the board or during demonstrations.
  • Provide instruction in using prescribed low vision devices (e.g., monocular telescope) for distance viewing.
  • Provide a copy of board notes, either from a peer or prepared by the teacher.
  • Teach recording strategies, such as audio notes or digital photo capture of whiteboard content.
  • Ensure all visual materials are presented in high contrast:
    • If using a chalkboard, use white chalk on a clean surface.
    • If using a whiteboard, use bold, high-contrast markers and maintain a clean board.
  • Provide verbal descriptions of videos, films, and visually rich presentations to support comprehension.

Printable Resource

The following printable can be found on the Premium FVLMA Printables page.
Approximate Distance Acuity Comparison Handout
Approximate Distance Acuity Comparison Handout

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