Writing the FVLMA Report

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 14, 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. 

Background Information

Include:
  • Summary of the most recent eye report
    • Diagnosis, prognosis
    • Visual acuities (distance/near)
    • Visual field restrictions
    • Eye condition(s) with definitions
  • Physician’s name and date of report
  • Prescribed devices (e.g., eyeglasses, low vision aids)
  • When and how prescribed devices should be used
NOTE: Use only medical language provided in medical reports —TVIs do not make medical diagnoses and should NOT use diagnostic terms. 

Statement of Reason for Evaluation

State:
  • Why the evaluation is being conducted (e.g., reevaluation, suspected vision change, transition)
  • Whether the student has previously received vision services
  • Referral reason (what concerns led to the request)

Functional Vision Observations

Describe:
  • Evaluation setting (lighting, background, seating/positioning)
  • Student’s behavior during evaluation
  • Tolerance and use of prescribed glasses or devices
  • General orientation, alertness, and task approach

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..." ​

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)

Recommend Vision Specific Instruction

Specify needs for direct instruction in:
  • Visual efficiency skills
  • Use of optical and non-optical devices
  • Compensatory skills (e.g., tactile, auditory strategies)
  • Assistive technology
  • Self-advocacy around visual needs
Include:
  • If consultative services are recommended in addition to or instead of direct instruction

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, located on the FVLMA Printables Page. I hope you find this resource helpful!
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