Environmental Observations

Learn more about the Functional Vision Evaluation and Learning Media Assessment (FVLMA), including information on what it is, how it is conducted, implications and recommendations as well as guidelines for report writing and examples of how to write the report. The results will indicate what enhancements and adaptations may be helpful to maximize the visual potential for each student.

By: Carmen Willings
teachingvisuallyimpaired.com
May 29, 2019

As part of the Functional Vision Evaluation (FVE), it is important to observe the individual's environment. The environmental observations will provide you with insight into how the environment is positively or negatively impacting the student's use of vision.

Make Environmental Observations

Include information about where the assessment took place. Identify the lighting conditions, the size of the objects and materials used, the distances at which the students were able to recognize objects. Also indicate whether the student used prescribed glasses or other optical aids including the specific strength of those aids. Environmental variables may affect a student's visual functioning. Note these conditions in natural learning environments during near, intermediate, and distance FVE activities including color, contrast, lighting, space, distance, and time. Color may impact how a students uses vision. Red and yellow may be preferred colors for students with CVI, but not always. Color preferences can promote the use and further development of functional vision. Contrast describes the student's sensitivity or ability to detect difference of brightness.

Lighting Observations

Consider the student's visual diagnosis and implications for determining lighting needs; the lighting conditions in each environment; and the student's sensitivity to light indoors and outdoors and the need to provide protection from glare and/or ultraviolet rays.

Note the following in regards to lighting:

What type of light is in the room or area? (sunlight/natural light, incandescent light, fluorescent light, LED lights, halogen lights, combination lights)
Indicate if there are any lighting controls at the windows. Are there adjustable drapes, shades, blinds? Are windows uncovered or are there skylights.
What type of lighting fixtures are in this room or area? (e.g. ceiling lights, table lights, lights or lamps with dimmer switches, natural light, no light, other)
Describe the levels of lighting in the area (too dim, too bright, uneven, adequate)

Note the following in regards to glare:

Note any possible sources of glare (TV, computer, monitor, smartboard, whiteboard, laminated pictures, polished floors, mirrors, or glossy/shiny surfaces).

Note the following in regards to color and contrast:

What color are the walls?
What color is the floor covering?
What color is the furniture?
Is there good contrast between the door frame, door(s), and walls?
Is there good contrast between the walls and floor?
Is there good contrast between furniture and walls?
Is there good contrast between handrails and walls?

Note if the area is well organized or cluttered.
Note any safety hazards:

electrical cords in walking paths presenting tripping hazards?
items on the floor presenting a tripping hazard?
Cabinets and drawers left open or partly ajar?

If the Student has difficulty with lighting, include some or all of the following possible recommendations in the report:

Adjust Lighting (dim, medium or bright)
Avoid glare
Permit student to wear sunglasses/visor
Wear protective clothing & sunscreen
Extra time to adjust to lighting changes
Adjust window blinds
Position student so the student faces away from window (or near window depending on student's needs)
Recommend that teacher does not stand in front of window during instruction (avoid being "back lit")
Task lighting may be needed

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