Interpreting the Eye Report

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 13, 2025
​When a Teacher of Students with Visual Impairments (TVI) receives an eye report, they must interpret the information to understand how a student’s vision impacts learning and daily functioning. Eye reports can vary significantly—some are detailed and typed, while others are brief handwritten notes. Despite the variation, certain key elements should be included to guide educational planning and determine the need for services.

​Essential Components of an Eye Report

A complete eye report should include the following:
  • Visual Acuity (with and without correction): Typically reported as a fraction (e.g., 20/20, 20/40).
    • The first number indicates the distance at which the individual can clearly see an object.
    • The second number represents the distance at which a person with normal vision can see the same object.
    • Example: 20/40 means the person sees at 20 feet what someone with typical vision sees at 40 feet.
  • Current Prescription: Details about the glasses or contact lenses prescribed, if applicable.
  • Etiology: The cause of the visual condition (e.g., congenital, trauma-related, neurological).
  • Diagnosis: The specific name(s) of the visual impairment or eye condition.
  • Prognosis: Information on whether the condition is stable, progressive, or expected to improve or deteriorate.
  • Activity Restrictions: Any limitations advised by the doctor (e.g., no contact sports, light sensitivity precautions).
  • Date of Exam: Important for tracking the progression of vision over time.
  • Doctor's Name: The name of the ophthalmologist or optometrist who conducted the exam.

Understanding the Report

The TVI should:
  • Define each diagnosis: Help the educational team understand what part of the eye is affected and how it may influence the student’s behavior and visual function.
  • Consider individual differences: Two students with the same diagnosis may function very differently depending on their cognitive abilities, experiences, and compensatory skills.
  • Note the condition’s trajectory: A progressive, temporary, or stable condition will require different types and levels of intervention and instruction.

Cautions When Interpreting Reports

  • Don’t assume the report reflects the student’s full visual potential.
    Some reports may lack detail, especially for students with complex needs. They might simply note observations like “fix and follow” or “no visual response,” without specific acuities.
  • Expect variability across reports.
    Diagnoses might change from year to year, or certain details may be omitted. The quality and thoroughness of reports can differ widely among providers.

Gathering Additional Information

In addition to the eye report, it's valuable to:
  • Review other medical records: Especially those related to brain function, such as results from MRIs, CT scans, or neurologic evaluations.
  • Obtain developmental and birth history: Early complications, oxygen deprivation, or prematurity can influence visual development.
  • Identify seizure activity or head trauma: These may point to cortical visual impairment or other neurological-based visual disorders.
  • Look for documentation of optic nerve damage: This may signal visual processing challenges originating in the brain, not just the eyes.
  • Review current medications: Some drugs may have visual side effects that affect functioning in subtle or significant ways.
​By analyzing and interpreting all available information—not just what’s in the formal eye report—the TVI can make informed decisions and advocate for appropriate services and supports tailored to the student’s individual needs.

Helpful Resources

  • The Dictionary of Eye Terminology is an essential resource for the TVI in interpreting visual diagnosis. 
  • This Pediatric Visual Diagnosis Fact Sheet packet, available through the Blind Children's Center, is another wonderful resource to use when interpreting eye reports and implications on the student and possible classroom considerations. 
  • ​Virginia Bishop put together this handbook on Selected Anomalies and Diseases of the Eye in 1986. I continue to use this resource as it has great information about a wide range of visual impairments including possible classroom implications and recommendations.​

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