Distance Acuity

By: Carmen Willings   
teachingvisuallyimpaired.com

As part of the Functional Vision Evaluation, it is necessary to assess the student's distance visual acuities (including their intermediate and distance responses). The technique used will vary depending on the students cognitive abilities.
Assess the student's distance vision using a combination of informal and formal devices. Assessment should include classroom activities, such as reading the chalkboard, as well as activities that take place outside the classroom, such as reading a banner in a hallway, catching a ball in a PE class, or identifying the bus after school. A formal distance-screening procedure should be included in the functional vision assessment to act as a comparison with clinical measures provided in the report of the clinical low vision specialist. Functional tasks using distance vision should include familiar an unfamiliar ones under different lighting conditions. ​
  • In the classroom, the most common activities for the use of distance vision are reading the chalkboard, dry erase boards, overhead transparencies or smart board. Also note the student's preferred seating arrangement for these activities, including the approximate viewing distance from the material and lighting. Other activities include reading bulletin boards, recognizing pictures and posters, viewing slides and videotapes, locating classmates and one's desk, seeing the teacher's facial expressions, and retrieving dropped objects from the floor. 
  • Outdoor playing fields and indoor gymnasiums are difficult environments for some students with low vision because of variations in lighting and the need to respond to moving objects and people at different distances, such as when playing ball. 
  • The cafeteria requires the use of distance vision for proceeding through the line, identifying foods, and recognizing the faces of classmates against a busy and colorful background. 
  • Hallways necessitate the use of distance vision for recognizing friends, since the inability to recognize others can be misinterpreted as unfriendliness; otherwise, students with low vision may need to greet an approaching student aloud to receive a response and identify the speaker's voice. Also note the students ability to locate exit signs, room signs, locker, restroom, and names on doors. Note if the student can locate cafeteria, office, media center/library, health room, and auditorium. 
  • The auditorium requires the use of distance vision for viewing a performance or a speaker during assembly. In this setting, it is important to note how the student responds if he cannot see enough detail to enjoy a performance: Does the student ask a classmate to provide essential information, use a monocular, or select a seat close to the front but away from friends and classmates? 
  • Community opportunities to observe use of distance vision include: finding hidden objects, spotting airplanes and oncoming traffic, blowing bubbles, reading street numbers and signs, reading signs in stores, and watching birds. Distance acuity is used for visual tasks such as visual orientation to the environment, physical movements, and activities such as driving, sports and gross motor tasks. It is also needed for viewing the chalk/Smart-board in classroom, fast food menus, scoreboard at ball games and simple activities like seeing the classroom clock. 
Depending on the results of the Distance Visual Acuity, the following strategies, recommendations, and accommodations may be necessary to meet the students unique visual needs:
  • Teach systematic search of the environment.
  • Preferential seating in class as well as in assemblies and movies and all demonstration lessons.
  • Verbalize all information presented on the board.
  • Instruct student in using low vision devices (if prescribed) for distance viewing.
  • May need copy of notes written on board (by peer or teacher)
  • May need to learn recording strategies/techniques
  • If chalkboard is still used, use white chalk on a clean chalkboard.
  • If a dry erase board is used, use bold, high contrast markers on clean board.
  • May need verbal descriptions of demonstrations and films/movies.

​Resources to Support You in Teaching Students with Visual Impairments

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Conducting a FVLMA Recorded Presentation

$25.00

This presentation provides a walk-through of the process and steps of conducting a Functional Vision Evaluation and Learning/Reading Media Assessment. Key points include interpreting the eye report, materials to use in the assessment, conducting interviews and observations as well as strategies for direct assessment and writing a professional and thorough report that is informative to all audiences. Next steps are also covered including the importance of a low vision assessment, determining the need for additional assistive technology and implications for service. 


Objectives:


  • Effectively interpret eye reports
  • Select appropriate materials for conducting the FVELMA
  • Develop strategies for assessment,
  • Write professional FVLMA reports that include key components
  • Apply information gained to determine next steps

Includes:


  • Recorded PowerPoint Show Presentation
  • Transcript
  • Presentation handout for note taking
  • Printables & Links to Resources discussed in presentation


Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour (1 CE hour credit), complete the short Conducting the FVLMA quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any difficulty accessing the form, please contact me so we can troubleshoot!


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