Student Observations

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 14, 2025
As part of the Functional Vision Evaluation (FVE), it is essential to observe the student in the classroom and across their broader school environment. Ideally, observations should occur at different times of the day and during a variety of activities to gain insight into how the student uses their vision—or other senses—throughout daily routines. ​
Begin with naturalistic observation—watching the student in the classroom without direct interaction, so their behavior is unaffected by your presence. Afterward, schedule time to work directly with the student to complete the formal evaluation.
During observations, pay attention to:
  • Visual behaviors (e.g., head tilts, posture adjustments, eye preference)
  • Use of other senses to compensate for limited vision
  • Task engagement, approach to new materials, and interaction with the environment
Observe routines such as:
  • Classroom learning and instruction
  • Reading and writing tasks
  • Recess and playground activities
  • Meal times
  • Peer and teacher interactions

​Use of Glasses and Optical Devices

If the student wears glasses or low vision aids:
  • Confirm why they were prescribed (e.g., for distance, near tasks, or muscle imbalance with prism lenses).
  • Observe how and when the student wears them.
  • Note if glasses are:
    • Worn consistently and correctly
    • The proper size and fit
    • Clean and free of scratches
  • Identify any use of low vision devices (e.g., monocular, magnifiers) and document the type and power.

​Collaboration with Therapists and Teachers

To develop a comprehensive understanding of the student:
  • Talk with classroom teachers and therapists who know the student well.
  • Ask about how the student is functioning, progress toward goals, and visual behaviors in familiar settings.
  • Observe the student working with familiar adults to better understand how vision is used during instruction.

​Social Interactions

Evaluate how vision influences social development:
  • Does the student visually recognize classmates, teachers, or family members?
  • Do they respond to facial expressions?
  • Do they make and maintain eye contact?
  • At what distance do these responses occur?

​Mobility and Navigation

Observe how the student moves through the environment:
  • Do they avoid stationary and moving objects?
  • Can they navigate furniture, low-lying obstacles, and crowded spaces?
  • Do they move with confidence and familiarity to common areas?
  • Is there hesitancy or awkwardness in transitions between surfaces or levels (e.g., stairs, ramps)?

​Atypical or Concerning Visual Behaviors

Look for the following behaviors that may indicate visual difficulties:
  • Reduced or no eye contact
  • Poor hand-eye coordination
  • Head tilt or forward thrusting during near or distant tasks
  • Covering one eye
  • Rubbing eyes or frequent blinking during tasks
  • Frowning or squinting
  • Tripping, stumbling, or awkward movements
  • Holding materials too close or too far
  • Avoiding visual tasks or showing frustration
  • Difficulty concentrating or needing extra time for tasks
  • Slow adjustment to lighting changes
  • Using touch for object recognition

​Response to Visual Stimuli

For students with minimal visual responses:
  • Determine the level of residual vision:
    • Light perception: Can detect presence of light.
    • Light projection: Can orient toward a light source.
    • Form perception: Can detect shadows or outlines.
    • Motion detection: Can track movement (must be tested silently).

​External Ocular Appearance

Examine the external condition of the eyes:
  • Note the symmetry, size, and shape of the eyes and surrounding structures (eyelids, pupils, iris, cornea).
  • Record signs of:
    • Nystagmus
    • Blink reflex
    • Unusual pupil responses
    • Ptosis, styes, or matting
    • Use of a prosthetic eye

​Eye Alignment and Ocular Motility

Observe for:
  • Alignment: Light reflection should appear symmetrical; misalignment may affect visual efficiency.
  • Eccentric viewing: Does the student turn their head or eyes to see better?
  • Eye preference: Which eye is used more frequently? (Tip: Ask the student to look through a tube—this reveals the preferred eye.)
  • Muscle balance and ability to track or follow movement
  • Reactions to different lighting conditions (sunlight, artificial light, low-light)
This set of observations contributes essential data to the FVE, helping to identify educational implications of the student’s vision and guide appropriate accommodations, strategies, and service recommendations. For students with significant vision loss, these observations also inform whether tactile or auditory learning modalities should be prioritized.

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Student Observation Form
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