Environmental Observations

Carmen Willings
teachingvisuallyimpaired.com
Updated June 13, 2025
As part of the Functional Vision Evaluation, it is essential to observe the student’s natural learning environments to understand how environmental factors support or hinder the use of vision. These observations provide insight into how a student’s visual performance varies based on lighting, contrast, color, spatial layout, and organization. 

​Make Environmental Observations

Document the specific locations where the FVE was conducted and include details about:
  • Lighting conditions (e.g., natural vs. artificial, bright vs. dim)
  • Object size and material type used in assessment activities
  • Viewing distances (near, intermediate, and far)
  • Use of prescribed glasses or optical aids, including the type and strength
  • The student’s visual behavior and performance in each environment
Be sure to observe and describe environmental variables that may affect vision, such as:
  • Color and contrast
  • Lighting quality and glare
  • Spatial organization and clutter
  • Presence of visual or physical obstacles

​​Lighting Observations

When assessing lighting, consider the student’s diagnosis and how it affects light sensitivity, visual clarity, and fatigue. Take note of:
Lighting Type:
  • Natural sunlight
  • Incandescent bulbs
  • Fluorescent lights
  • LED lighting
  • Halogen lights
  • Mixed light sources
Light Controls:
  • Window treatments (shades, blinds, drapes)
  • Uncovered windows or skylights
  • Dimmer switches or adjustable lamps
Lighting Quality:
  • Adequate vs. too dim or too bright
  • Even or uneven lighting distribution
  • Shadowed or high-glare areas

Glare Control

Identify any sources of glare that may interfere with vision, such as:
  • Electronic screens (TVs, monitors, smartboards)
  • Whiteboards or laminated materials
  • Polished floors or tabletops
  • Mirrors or glass surfaces
  • Sunlight reflecting off windows or objects

​Color and Contrast Observations

Evaluate the color and contrast of the environment:
  • Wall color, floor covering, furniture, and doors
  • Contrast between:
    • Doors and doorframes
    • Floors and walls
    • Furniture and background
    • Handrails and walls
Note if the visual environment promotes clarity or contributes to visual confusion. For students with Cortical Visual Impairment (CVI), observe whether certain colors (e.g., red or yellow) elicit stronger visual attention. 

Organization and Safety Hazards

Assess how the organization of the space may impact visual efficiency:
  • Is the environment orderly or cluttered?
  • Are materials easy to locate?
  • Are visual and physical distractions minimized?
Document any potential safety hazards:
  • Electrical cords or wires in walking paths
  • Items on the floor that may cause trips
  • Cabinets or drawers left open
  • Poorly defined transitions between floor surfaces

​Recommendations for Students with Lighting Difficulties

Based on the observations, include tailored recommendations in the report. These may include:
  • Adjust general lighting (dim, medium, or bright)
  • Provide task lighting for close work
  • Reduce glare (e.g., using matte finishes, repositioning materials)
  • Permit use of sunglasses, visor, or tinted lenses
  • Recommend sunscreen and protective clothing for outdoor activities
  • Allow extra time for visual adaptation when transitioning between lighting conditions
  • Adjust window blinds or curtains as needed
  • Position student away from glare-producing windows or lights
  • Instruct teachers to avoid standing in front of windows while teaching to prevent “backlighting.”
​These observations and recommendations are essential in understanding how the environment influences the student's ability to use vision and in creating an accessible learning space tailored to their needs. When paired with functional performance data, they help guide effective accommodations, instructional planning, and environmental modifications.
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