FVLMA ObservationsBy: Carmen Willings
teachingvisuallyimpaired.com As part of the Functional Vision Evaluation (FVE), it is important to observe the student in the classroom and throughout their total school environment. It is also ideal to observe the student at different times of the day and participating in different types of activities. These observations will provide you with insight on how the student uses vision throughout the day or how they use other senses to learn. I typically like to observe the student first as a whole class observation so their behaviors are not affected by my presence. Following the observation, I will meet directly with the student. A time can then be scheduled to complete the functional vision assessment. It is important to observe whether the student has unusual or abnormal visual behaviors and how the student approaches tasks and explores the environment. During the observation, observe any position changes, such as head tilt, or other body movements which may suggest limited visual motor skills or eccentric viewing. Note how the student interacts with toys, the preferred viewing distance and how the student uses central vision. Note any learning forward, squinting, precise reaching, over-reaching or under-reaching for objects. Observe the student during routines such as meal time, on the playground, and during different classes. Observe the student's visual abilities during routines such as playing with toys, reading, attending to classroom instruction, eating lunch, watching class pets or interacting with peers and teachers.
1. Use of Glasses and Other DevicesIf the student has glasses, it is very important to know why they are prescribed. Glasses usually help a refractive error, but they may also be prescribed with a prism for a muscle imbalance. If the glasses were prescribed for seeing things at near only, they may make the students distance vision worse. If the glasses were prescribed for distance only, the student will probably not need them for near viewing. Observe if the student tolerates prescribed glasses, or if they are worn correctly. Observe if the glasses appear to be the right size for the student's face and if the ear pieces fit comfortably over the ears. Note if they are clean and scratch-free. Also note if the student uses any low vision devices and specify what devices and their type and power.
2. Verify Accuracy of Observations with Therapists and TeachersDiscussions/observations with therapists and classroom teachers in order to try to develop a better understanding of the student. An itinerant teacher will not have the same rapport with the student as they do not spend as much time with them. For that reason, it is helpful to talk with therapists and classroom teachers who do have this rapport about how they feel the student is doing, if they are addressing the goals and how the student is functioning. The TVI may ask to observe the teacher working with the student to observe how the student is functioning within the normal routine and with familiar adults.
3. Social InteractionsDoes the student recognize favorite classmates and teachers? Does the child recognize their parent or other familiar adults, peers, or siblings? Does the student respond to facial expressions? Does the student make eye contact during verbal exchanges? If the student is able to do these, at what distance?
4. Movement Through EnvironmentObserve the student as they move throughout their classroom and school environment. Note if the student avoids collisions with furniture (stationary object) and other landmarks and classmates and low lying objects. Also note if the student is able to avoid moving objects and people before physical contact is made. Does the student move quickly and easily to common areas.
5. Behavioral AbnormalitiesNote any behavioral abnormalities including: lack of or reduced eye contact; poor visual/motor coordination (hand-eye coordination); covering or closing one eye for near tasks; tilting head to one side for near tasks; thrusting head forward to see distant objects; trying to “brush away” a blur; rubbing eyes often or blinking often while reading or looking at books; frowning or squinting when looking at or trying to see near or distant objects; stumbling often over objects, bumps into things, is awkward; difficulty with steps, curbs or surface changes; holding book, toy, or picture too close or too far away to examine; avoiding near tasks; losing interest quickly or becomes irritable with close work; difficulty concentrating or paying attention; requiring a lot of time to complete work; slow adjustment to lighting changes; and touches things to help recognize them.
6. Perception of StimuliFor students that have minimal response to visual stimuli, it is important to indicate what level of remaining visual abilities are present.
7. External Ocular StatusAppearance of the eyes can possibly indicate the presence of a visual impairment and quality of functional vision. External structures such as the globe, eyelids, pupils, iris, and cornea should be observed for symmetry, size, and shape. Observation of nystagmus, the pupils response to light, and blink reflex should also be noted. It should also be noted if the student's eyes appear healthy including if they are matted, have styes, ptosis (drooping or falling of the eyelid) or wear a prosthetic eye.
8. Alignment and Ocular MotilityObserve the light reflection on the eye for signs of misalignment. Proper alignment is necessary for the eye to work as a team. It is important to reading, driving, eye-hand coordination, safety and sports. Also take note of eccentric viewing (turning the head or eyes in order to view materials presented), and eye preference. Note if the student holds objects up to one eye consistently, or does the student's head position indicate a preferred eye. Indicate which eye in the report. Also note the student's muscle balance. Also observe how the student reacts to light (artificial light sources, sunlight, and night vision). One quick way of determining eye preference is to ask a student to look through a cardboard tube or monocular; the eye to which the student brings the device is usually the preferred eye.
![]() 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:
Includes:
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. |
History of vi
Visual Impairments
Vi organizations & Agencies
VI book resources
VI Professionals
Professionalism
Instructional Planning
Professional Publications
Educational Programming
Individual Learning Differences
referrals
Medical vision exams
fvlma
additional evaluations
service planning
writing goals
compensatory skills
Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
orientation & Mobility
career education
recreation & Leisure
self determination
|