Medical Eye Report Summary

Provide a concise yet thorough summary of the most recent medical eye examination to give the educational team a clear understanding of the student’s ocular condition as documented by the eye care professional. This information should be reported exactly as written—TVIs must not interpret, diagnose, or alter medical terminology.
Include the following elements:
  • Summary of the most recent eye report: Identify the key findings shared by the ophthalmologist or optometrist. This may include structural abnormalities, ocular health status, refractive errors, or visual functioning as described by the physician.
  • Diagnosis and prognosis: List the diagnosed eye condition(s) exactly as stated in the report. Include information about the expected stability or progression of the condition if the physician provided a prognosis. TVIs should report only what is written and should not add or infer medical conclusions.
  • Visual acuities (distance and near): Document the best-corrected acuities for distance and near tasks as stated by the physician. Include any notes on variability, if mentioned.
  • Visual field restrictions: If the eye care provider conducted visual field testing, summarize any identified constrictions, scotomas, or irregularities. Note whether fields were measured formally or estimated.
  • Definitions of eye conditions: When helpful for educators and families, include brief, non-medical explanations of each diagnosed condition. For example, describe how the condition functionally affects vision (e.g., reduced clarity, sensitivity to light, challenges with distance tasks).
    These explanations must be factual, general, and not extend beyond what is medically known.
  • Physician’s name and date of report: Include the eye care provider’s name, credentials (e.g., OD, MD), and the date of the examination to establish the currency of the information.
  • Prescribed devices: List all devices recommended or prescribed in the report, such as:
    • Eyeglasses or contacts
    • Optical low vision devices (monocular, magnifiers)
    • Tinted lenses or filters
    • Recommendations for lighting or classroom accommodations
      Note whether the prescription is for distance, near, bifocal, or full-time wear.
  • Instructions for device use: Include any guidance provided by the physician regarding when and how devices should be used. For example:
    • “Glasses should be worn full-time.”
    • “Monocular recommended for distance viewing.”
    • “Tinted lenses for outdoor use only.”

Statement of Reason for Evaluation

Clearly describe the reason the Functional Vision Evaluation (FVE) is being completed. This helps the educational team understand the context and ensures that findings appropriately address the concerns that prompted the referral. Include the following:
  • Reason for the evaluation: Specify whether the FVE is part of a routine reevaluation, a review due to suspected changes in vision, a new referral, or a transition-related assessment (e.g., moving from preschool to kindergarten, elementary to middle school, or preparing for postsecondary environments). Transition points often require updated information to guide planning for accommodations and Expanded Core Curriculum (ECC) needs.
  • History of vision services: Indicate whether the student has previously received vision services through special education or early intervention. If so, briefly note the type of services provided (e.g., braille instruction, low vision support, assistive technology instruction, orientation and mobility services) and whether those supports have continued, been reduced, or changed over time.
  • Referral reason: Summarize the concerns or observations that led to the request for evaluation. These may come from teachers, parents, medical providers, or related service personnel and can include:
    • Difficulty accessing print or written materials
    • Challenges with reading stamina, copying from the board, or visual fatigue
    • Mobility or orientation concerns (bumping into items, hesitancy on stairs)
    • Suspected changes in visual behavior
    • Medical recommendations following an eye exam
    • Concerns related to academic performance, attention, or task completion
    • Need for updated documentation for accommodations or transition planning
Providing this context ensures that the FVE directly addresses the student’s current needs and aligns recommendations with the concerns that initiated the evaluation.

Functional Vision Observations

Provide a detailed description of the context in which the Functional Vision Evaluation occurred, as this helps the educational team understand how the student’s visual performance may vary across environments.
  • Evaluation setting: Describe the characteristics of the assessment environment, including lighting conditions (natural, artificial, bright, dim, glare), background complexity (simple, cluttered, visually busy), and the student’s seating or positioning (desk, floor, standing, use of adaptive seating). Note whether the setting resembled typical classroom conditions or was modified for the evaluation.
  • Student’s behavior during the evaluation: Document how the student approached tasks—whether they appeared comfortable, cooperative, hesitant, distracted, fatigued, or highly motivated. Include observations of attention, persistence, visual scanning, and engagement with materials.
  • Tolerance and use of prescribed glasses or devices: Note whether the student wore their prescribed glasses, sunglasses, or low vision devices during the evaluation. Describe how consistently and effectively they used these tools, as well as any signs of discomfort, avoidance, or frequent adjustments. Indicate if the student expressed a preference for or difficulty with certain devices.
  • General orientation, alertness, and task approach: Record whether the student was alert, well-oriented to the space, and able to transition comfortably between tasks. Describe their approach to problem solving, task initiation, and use of compensatory strategies (e.g., moving closer, adjusting posture, turning head for eccentric viewing, using fingers to track).
  • Detailed Observations and Performance. This section should present clear, objective observations of how the student uses vision across tasks and environments. Descriptions should be specific and measurable, using language such as “The student was able to…” or “The student required prompting to…” to document performance.

Performance on FVE Tasks

Provide detailed observations and performance on:
  • Ocular status (based on medical report)
  • Oculomotor skills (tracking, shifting gaze)
  • Object discrimination and recognition
  • Distance and near visual acuity (with and without correction, if applicable)
  • Visual perceptual skills
  • Performance on daily tasks (reading, copying from board, interacting with materials)
  • Use of near vision hobbies (e.g., reading, crafts, electronics)
Be specific and descriptive. Use objective language such as, "The student was able to..." or "The student required prompting to..." ​
  • Ocular Status (Based on Medical Report). Summarize the functional implications of the ocular conditions identified by the physician. Describe what these medical findings mean in everyday terms without interpreting or adding medical information. Example: “According to the medical report, the student has ___, which may affect clarity of distance vision.”
  • Oculomotor Skills (Tracking and Shifting Gaze). Assess the student’s eye movement control, noting abilities such as:
    • Tracking: The student’s ability to follow a moving object smoothly and accurately. “The student was able to track a slowly moving object across midline but lost fixation during faster movement.”
    • Shifting gaze: How efficiently the student moves their eyes between targets (e.g., from board to paper). Use objective descriptions such as ​“The student demonstrated delayed gaze shifts between near and distance tasks.”
  • Object Discrimination and Recognition. Observe the student’s ability to recognize familiar objects, pictures, icons, or symbols and distinguish items based on size, shape, color, or detail. Document accuracy and strategies used: “The student correctly identified high-contrast objects but required additional time for low-contrast materials.”
  • Distance and Near Visual Acuity. Assess functional acuity using age-appropriate tools or real-world materials. Note performance:
    • With prescribed correction (glasses/contacts)
    • Without correction. This is helpful, especially if the student doesn't consistently wear their glasses. 
      Document observations such as: “The student was able to read 14-point print at 14 inches with glasses when leaning forward to view materials at a 3" distance.”
  • Visual Perceptual Skills. Evaluate the student’s ability to interpret, organize, and make sense of visual information. This may include visual closure, figure-ground discrimination, and spatial relationships. Describe performance: “The student was able to identify simple shapes within a complex background.”
  • Performance on Daily Academic Tasks. Include how the student uses vision during functional school activities. Use specific descriptions: “The student required enlarged 18 pt print to sustain reading for more than five minutes.” or “The student was able to copy a single line from the board but had difficulty locating the next line.” Include:
    • Reading (print size, stamina, preferred distance)
    • Writing (copying from board, locating information)
    • Interacting with instructional materials (manipulatives, worksheets, technology)
  • Use of Near Vision for Hobbies and Interests. Write about the student’s use of vision during preferred activities. Example: ​“The student held the handheld gaming device approximately 4 inches from the face.” Include tasks such as:
    • Reading books or digital text
    • Drawing, crafting, or building
    • Using tablets, gaming devices, or electronics
      Document whether these activities:
    • Require adaptations
    • Cause fatigue
    • Are performed at very close distances

Eligibility Statement

Include a professional statement regarding eligibility for vision services, based on your observations and the medical report. Example:
“It is my professional opinion that this student meets the eligibility criteria for Visually Impaired as defined by the [State Name] Department of Education. This opinion is based on the results of the eye report and the Functional Vision Evaluation.”

Summary

Summarize:
  • The student’s strengths and effective current adaptations
  • The student’s needs related to accessing the curriculum visually
  • The student’s learning style (e.g., highly auditory, visual-tactile, requires verbal reinforcement)
  • How the visual impairment impacts learning, access, and performance
  • The connection between recommendations and observed visual functioning

Additional Evaluations

Recommend further evaluations when necessary:
  • Clinical Low Vision Evaluation
  • Orientation & Mobility (O&M) assessment
Always include the reason for the referral and specify what additional information is needed. 

Recommend Environmental Adaptations

Adaptations may include:
  • Adjustments to lighting (natural/task lighting, glare reduction)
  • High contrast environments or materials
  • Preferred seating location in classrooms
  • Consistent classroom layout to support navigation
Indicate when the student should be responsible for making these adaptations (e.g., choosing seating, using task lights). 

Recommend Methods & Material Adaptations

Address:
  • Instructional strategies and classroom accommodations
  • Alternative Instructional Materials (large print, tactile, auditory)
  • Test or homework adjustments (extended time, less visual clutter)
  • Disaster drill routines, hallway travel, or physical education participation
  • Positioning guidance (e.g., slant board, distance from board)

Sample Reports

When I first entered the vision field at the Governor Morehead Preschool Program, the preschool director had TVI's throughout the state provide sample FVE reports. These reports were put into a binder and provided to TVI's as a reference. I found this tool incredibly helpful as I was able to see different report writing styles of students of various ages with different levels of visual acuity and with and without additional disabilities. I referred to these reports often throughout the years. It was for that reason that I put together samples of FVLMA reports, located on the FVLMA Printables Page. I hope you find this resource helpful!

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​