Test Visual FieldsLearn more about the Functional Vision Evaluation and Learning Media Assessment (FVLMA), including information on what it is, how it is conducted, implications and recommendations as well as guidelines for report writing and examples of how to write the report. The results will indicate what enhancements and adaptations may be helpful to maximize the visual potential for each student.
|
|
|
By: Carmen Willings
teachingvisuallyimpaired.com Updated May 19, 2019 The area that can be seen by the eye without shifting the gaze is known as the visual field. As part of the Functional Vision Evaluation, it is necessary to assess the student's visual fields. The technique used will vary depending on the students cognitive abilities. It is important to assess the student's visual fields even if the eye report indicates that there are no limitations in visual fields. Many optometrists and ophthalmologists will not formally test visual fields due to the student's age and cooperation. Normal visual fields in each area are 60 degrees from the nasal side, 90 degrees from the temporal side, 50 degrees superior (above), and 70 degrees inferior (below) from center. Visual Field AssessmentObservation can often be the best way to observe the student's use of visual fields and note any areas of concern. Confrontation Field Testing is a way to informally measure the visual field. In a confrontation test, the student is positioned in front of the assessor. The individual is asked to look at the assessor's nose. A highly visible object is presented in a semicircle way from behind the student's head toward the assessor. The student indicates when they are able to perceive the object.
Field Loss ImplicationsThe central visual field is the "what" system, while the peripheral visual field is the "where" system. The visual field is the entire area of vision that can be used without shifting the eyes or moving the head, encompassing 180 degree arcs. Assess the student's visual fields including the student's preferences or limitations. Observe the students response to materials presented in the central visual field and to the peripheral visual fields. Note where the student responds to materials. Estimate the number of degrees from the nose.
Note other signs of possible field loss including: over-scanning; eccentric viewing; holding object to the side, up, or down to inspect it; stumbling over low-lying objects; functional peripheral vision is often a source of distractibility. A student's scanning of an array of objects or looking for a missing object can demonstrate his functional visual field at near point. For example, a compensatory head turn suggests a peripheral field loss to the side of the head turn, since the student has learned to compensate by moving the usable visual field toward the side where information is missing. The performance of activities, such as scanning a map or doing a word-search puzzle, can also suggest where scotomas (areas of absent vision) may be located, because if students are asked to keep their heads perfectly still while doing them, they may miss information in some areas of the tasks. Students who walk with their heads turned slightly to one side may be compensating for a difference in visual fields. Eye preference, evidenced in typical tasks, can also be evaluated. Observe special visual behaviors and repetitive behaviors including eccentric viewing, stereotypical behaviors, and fluctuating visual abilities. Observe whether the student uses corrective lenses and tolerates them. Also indicate if the student has received Orientation and Mobility services. Note how the student currently travels indoors, outdoors, in familiar and in unfamiliar environments. The absence of a full (180 degrees) peripheral field may cause difficulty in sports and social difficulty due to not seeing those in their visual field or by using an odd posture in order to see. They also may not see downward flight of stairs or a curb. It also may limit the amount of letters/words can see at a time. Suggestions & StrategiesDepending on the results of the Visual Fields Testing, the following strategies, recommendations, and accommodations may be necessary to meet the students unique visual needs:
|
Free MembershipSign up for free membership to access the FREE downloadable templates, handbooks and handouts on the Printables page. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password.
Conducting a FVLMA On-Demand Webinar
$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:
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 Webinar pages are closed member pages available to individuals who have purchase access to the webinar. *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. |
