By: Carmen Willings teachingvisuallyimpaired.com The Functional Vision Evaluation (FVE) report, written by the Teacher of Students with Visual Impairments (TVI) after conducting the FVE, should be specific with details about the student's performance on individual tasks in clearly described situations. It should be factual with conclusions based on clear, objective observations, rather than opinions or broad generalization.
The FVE report should be applicable and have direct links made to the tasks and activities normally performed by the student. It should also be void of VI jargon. It should include a summary for use as a quick reference by members of the educational team. Finally, it should include practical and specific recommendations that will assist the team members in providing for the student's educational needs related to the visual impairment.
Background Information
The FVE should include the student's eye condition (summary of current eye exam, diagnosis, prognosis, acuity, recommended visual aids if any, and eyeglasses prescribed and when it is appropriate to wear them) along with the physician's name and the date of the report and definitions of the various diagnosis.
Statement of Reason for Evaluation
It should include the reason the evaluation is being conducted. It should indicate if the student has been receiving vision services and if the evaluation is part of a reevaluation process or if it is due to a change in vision. When evaluating a student for the first time, it should indicate the visual concerns and why the student was referred for services.
Functional Vision Observations
It should include a description of the location of the evaluation, a description of the lighting and the students positioning. It should describe observed activities and a description of the student's behavior. Indicate whether the student wore and tolerated prescribed glasses.
Performance on Functional Vision Evaluation Items
A detailed explanation of how the student performed on the various areas including ocular status, oculomotor skills, object discrimination, visual acuities, and visual perceptual skills should be included. Include information on the students near vision hobbies (include reading, sewing, stamp collecting, artwork, electronics or other near vision hobbies). Evaluators should not use diagnostic terms unless they have been included in medical reports because it is NOT the evaluator's role to make a medical diagnosis.
Eligibility Statement
In many states, the evaluator must determine whether the student is eligible for services based on the functioning that has been observed, and he or she must explain the reasons for that determination. For example: "It is my professional opinion that this student does (does not) meet the eligibility criteria for visually handicapped as defined by the State Board of Education Rules for Handicapped Students. This decision is based upon the results of the eye specialist's evaluation and this functional vision evaluation."
Summary
The summary should describe the students strengths including current adaptations the student is currently successful in using. It should also describe the students needs and discuss how performance is affected by the visual impairment and by providing information on students’ learning style, utilization of visual information, and other strengths unique to individual students who are visually impaired.
This section of the report should explain the connection between particular recommendations and the visual functioning of the student, so that parents and other teachers will more clearly understand the importance of the recommendation.
Make Recommendations:
Additional Evaluations.
This area will note areas of function for which additional information is needed from other specialists. May include recommendations for an assessment by a clinical low vision specialist or an O&M instructor. Also note the reason for the specific recommendation in the report.
Environmental Adaptations.
The report may recommend adaptations to the educational environment to facilitate the use of vision. These can include variations in lighting, color, contrast, distance, and other characteristics that enhance a student's visual efficiency. When possible, describe with respect to the student's responsibility for making the adaptations.
Methods & Material Adaptations
This area may identify instructional methods and materials for meeting goals and objectives. It may indicate special considerations for classroom organization and changes in routine or disaster drills. Include recommendations about time modifications, positioning considerations for students, physical education modifications, and environmental and instructional material or equipment modifications.
Vision Specific Instruction
Recommend instructional and compensatory strategies including the actual areas that will require intervention. May include instruction or guidance in the development of specific visual skills, the use of equipment or optical devices, or the practice of compensatory skills.
Recommend the type of services that should be provided by the teacher of students with visual impairments or the O&M instructor. This may include instruction or guidance in the development of specific visual skills, the use of equipment or optical devices, or the practice of compensatory skills. May recommend regular consultative visits, so he or she can provide feedback to the student's teacher's, or regularly scheduled direct instruction in disability-specific skills.
The Teacher of Students with Visual Impairments will collaborate with the general education teacher and recommend accommodations. The TVI will need to stay in contact with the classroom teacher and/or reading specialist about any difficulty the student is having accessing the print. If reading efficiently is difficult for a student, and a Reading Medium Assessment has confirmed that print is the student’s primary mode of learning, a referral to a reading specialist should be considered. Additionally, if the student has difficulty developing legible print even when provided with adapted devices and materials, an evaluation by an occupational therapist should be considered to determine if the student needs support in fine motor skills.
Sample Reports
FVELMA 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 FVELMA reports I've written for your reference. I hope you find this resource helpful!
Strategies & Tips for Conducting a FVELMA Presentation
I have created a page covering items discussed during my presentation on conducting the FVELMA. Included is the PowerPoint, resources I use in conducting the FVELMA, and templates. Become a member for free to access this page as well as other presentation pages and printables.
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
$50.00
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.
The core activities listed in the Activity section can be adapted to each thematic unit. These include:
Object Characteristic Activities
Quantity & Number Concepts
Time Concept Activities
Environment & Job Awareness Activities
Listening Skills Activities
Reading Foundation Activities
Reading Fluency Activities
Braille Basics Activities
Writing Activities
Tactual Efficiency Activities
Developing Skillful Hands Activities
Visual Efficiency Activities
Optical Device Instruction Activities
Recipe Activities
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.
Unique Concepts within the Units include:
Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)
Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)
Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)
O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)
Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)
Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)
Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)
Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.
Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.
Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.
Product details
Digital pdf download: 364 pages (11 pt font)
Publisher: Teaching Students with Visual Impairments
Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements
$20.00
This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.
Visual Efficiency & Near Magnifier Fluency Worksheet Details:
Digital pdf download: 210 pages
Publisher: Teaching Students with Visual Impairments
