Teaching Students with Visual Impairments
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    • Developing SMARTER Goals
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      • Young Reader Books
      • Books about Dog Guides
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      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
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      • General Home Safety
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      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
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      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
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      • Word Processing and Shortcuts
      • Keyboarding Instruction
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      • iPads as Instructional Tools
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      • VoiceOver
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      • Teaching the ECC
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      • Time Management
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      • Lightbox Use
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      • Sensory Table
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      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
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Low Vision Evaluation for Students who are Blind or Visually Impaired

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Clinical Low Vision Evaluation

By: Carmen Willings
teachingvisuallyimpaired.com
Updated May 25, 2019


The results of the Functional Vision Evaluation may indicate there is a need for a Clinical Low Vision Evaluation. The Clinical Low Vision Evaluation differs from the medical examination from an optometrist or ophthalmologist in that it provides functional, usable information about the visual abilities of an individual who has low vision. The evaluation focuses on verifying the student's visual acuity and on finding ways to enhance the students visual functioning. 
​A combination of the Functional Vision Evaluation and Reading Media Assessment will determine if the student’s primary mode is print. A low vision evaluation will further determine if optical aids will provide the student with low vision devices to access print. If devices are recommended, the TVI will need to instruct the student in the use of low vision devices. ​
​

Although there are certain components in all low vision evaluations, the focus will depend upon the concerns of the student, family and teachers. The individual who conducts the evaluation is the Low Vision Specialist but others may be involved in the entire visit. The Low Vision specialist will seek to identify optical and non-optical tools that will increase the student's ease of completing near and distance tasks. The evaluation can provide information that is critical to the kind of educational programming that is needed by students who have low vision. The information from the Clinical Low Vision Evaluation paired with the Functional Vision Evaluation and the Reading/Learning Media Assessment will provide the team with information that can assist in the students overall literacy program. The following are the areas and procedures carried out during the evaluation.
Case History
The Specialist will want to know the students medical history and information from the most recent ophthalmological exam. The family will be asked about the onset of the visual impairment, eye surgeries and dates, current treatments and medications and about the students general health. The specialist will also ask about the student's independent functioning at home, in the school and in the community.

Ocular Health
The specialist will assess the general condition of the structures of the eyes in order to determine the nature and extent of the visual diagnosis. The specialist may be able to better explain the visual impairment to the family.

Visual Acuity
The specialist will assess the students visual acuities both with and without correction. Each eye will be assessed separately and then together. Both distance and near visual acuities will be assessed.

Visual Fields
The specialist will assess the central and peripheral visual fields. There are a variety of tools to assess the students fields. These tests can also be used to assist in diagnosing the disease process in some visual impairments.

Color Vision
The students color vision will be assessed. This will provide useful information regarding the student's contrast abilities.

Refraction & Conventional Lenses
The specialist will test for refraction to determine if correction can be further corrected. Contact lenses may be recommended as they can sometimes improve the acuities of some students with irregular cornea surfaces or with high refractive errors.

Binocular Vision & Oculomotor Skills
The specialist can determine the potential for sustaining binocularity (use of both eyes). The results will have an impact on the prescription of the low vision device and training. Fixation, scanning and tracking may also be assessed as well as their head position and visual motor abilities.

Contrast Sensitivity, Light Sensitivity, and Illumination Needs
Assessment of contrast sensitivity will provide information on the degree of loss of the ability to detect materials when they are presented on low contrasting backgrounds. If the student performs poorly, more attention will be given to issues of lighting, contrast and glare.

Possible Questions to Ask

If you are unsure of any of the following, be sure to ask the low vision specialists:
  • Can you help me understand the cause of my vision loss?
  • What is my visual acuity?
  • Will my vision remain stable or will I lose more of my sight?
  • Are there any known treatments for my eye condition?
  • Is there any special training, service, or benefits that can help me?

Recommendations

At the completion of the visit, recommendations for low vision devices are typically made. Some clinics may provide low vision devices for the students to borrow. The students will typically be encouraged to use the devices for a period of time and return for a follow-up appointment where the results can be reviewed.

​Low Vision Devices

The specialist will select possible low vision devices for a student based on the goals of the student along with the acuity outcomes. The specialist may prescribe devices for near, intermediate, and distance activities.

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Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

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Guide to Selecting Optical Aids by the New York Lighthouse

Each symbol used in its Code relates the visual acuity range to the number of Diopters needed to read average print (8pt to 12pt)
Vision
Lighthouse Code
Diopters
Magnification
Focal Length
20/40-20/60
A
3-6 D
Up to 1.5X
12-6 inches
20/70- 20/100
B
7-10 D
1.75X - 2.50X
6-4 inches
20/100- 20/200
C
10-20 D
2.5X - 4X
4 - 2.5 inches
20/200- 20/400
D
20-40 D
5X - 8X
2.5 - 1 inches
below 20/400
E
40-80 D
10X - 20X
0.5 inch or less
Thank you for visiting!
The mission of Teaching Students with Visual Impairments is to provide all persons involved in education students who are blind or visually impaired with the necessary resources to help each student become successful members of their communities and to equip those in the visual impairment field with resources to meet the wide range of needs of the students they serve. ​
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      • Vocabulary Cards & Checklists
      • ECC Task Boxes, Functional Braille Literacy Activities
      • Interactive Sensory Stories Product
      • Interactive Matching Activities
      • Interactive Visual Discrimination Product
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      • Accommodations for VI
      • Strategies & Activities for Standard Course of Study
      • Tips for Being a "Physically Fit" TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Strategies for Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
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    • Foundations of Teaching the ECC in the Age of Virtual Instruction
    • Strategies & Activities for SIDPID
    • Strategies & Activities for MIMO
    • Job Tasks for Job, Career & Life
    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
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      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • 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
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
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