Environmental Observations

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

​Resources to Support You in Teaching Students with Visual Impairments

ECC Instructional Resources

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Recorded Presentations

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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!


System Requirements:

Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation. 


*Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO.
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