Writing the FVLMA Report

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 21, 2025
The Functional Vision and Learning Media Assessment (FVLMA) report is a critical tool for understanding how a student with a visual impairment accesses visual information in everyday and educational environments. The report, completed by the Teacher of Students with Visual Impairments (TVI), should be objective, specific, jargon-free, and directly applicable to the student’s educational setting. 

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!

Subscribe today!

Subscribe today to unlock premium resources & printables. Choose the subscription level that best fits your needs and get immediate access to additional printable resources, ECC tools, and more. Subscription plans are individual and non-transferable. Your membership helps sustain and grow this resource for the vision community. ​​Thank you for your support!

Article Pages

VI Basics
History of VI ​Vision Professionals​ ​Professional Publications ​​Program Tools & Templates ​Policy & Advocacy ​​Professional Support AT Resources​
Service Planning
VI Referrals​ ​Medical Vision Exam ​Visual DiagnosisFVLMALow Vision EvaluationsOther Evaluations​Service PlansGoals & Objectives
Consultation
​Unique Visual Needs
​Collaboration​​Instructional Adaptations​Environmental Adaptations​​Material Adaptations​Access ClassesFamily Resources
Teaching Strategies
Compensatory Skills
Concept Development​Alternative Communication​Emergent Literacy​Beginning Braille​​Braille Code​Braille Fluency & Comprehension​Braillewriter​​​​​Slate & Stylus Basics *S
​​​Nemeth Code Instruction *S
​​​Tactile Graphics​Print Concepts​​Abacus ​​Organize​​​Study Skills​​Time Management
Sensory Efficiency
​Auditory Efficiency​​​​​Listening Skills​​Visual Efficiency Skills​​Optical Device Use​Tactile Readiness
Assistive Technology
AT Assessment ​AT Instruction​
AT Basic Use ​​AT Problem Solving ​Braille Notetaker ​iOS/Tablet Instruction Audio Skills ​Video Magnifiers ​​Basic Computer Use Access Productivity
Social Skills
​Non-Verbal Skills​​​​​CommunicateCooperativeIdentity & Self-Awareness​Interactions & RelationshipsManaging Challenges & Safety
Self-Determination
Independent Living Skills
Personal Care ​Hygiene  ​Personal Health Mealtime Skills ​​​ Food Preparation​Household SkillsClothing Management​Money & BudgetShopping & ConsumerismPhone Use​Safety & Emergency Preparedness​​Services & Community Resources
Orientation & Mobility
Recreation & Leisure Skills
Career & Vocational
Interactive Activities
Recorded Presentations
Lesson Planning 
Thematic Units
Beginning of the Year Units ​​Fall Units​​Winter Units​​Spring UnitsHoliday Units
Printable Resources
**Additionally, each Teach Subscription page and each Thematic Unit contains additional unique printables!
*M = free member pages
*S = Basic subscription pages
*CS = Complete set bonus
*A = All Access subscription pages