The Need for a Uniform Method of Recording and Reporting Functional Vision Assessments

Abstract

The use of functional vision by school-age students who have visual impairments, including those with additional disabilities, is typically reported by teachers of students with visual impairments. Functional vision assessments determine how well student uses his or her vision to perform tasks throughout school day. The information that is gathered during functional vision assessment is summarized and used to determine an appropriate initial educational intervention or to modify an intervention on basis of changes in student's use of vision (Lueck, 2004). Functional vision assessments are mandated by Individuals with Disabilities Education Improvement Act of 2004. Before recommendations, such as specialized materials, methods, technology, lighting, seating, or additional support services, can be made, teacher of students with visual impairments must consider all components of visual functioning. Appropriate recommendations for intervention are based on an analysis of appearance of eyes, ocular abilities, visual fields, color vision, visual perceptual tasks, near vision, intermediate vision, distance vision, and orientation and mobility (OM D'Andrea & Farrenkopf, 2000; Erin & Paul, 1996; Lueck, 2004). There is no one correct way to assess functional vision (Bishop, 2004). The assessment materials and methods that are used depend on such factors as age of student, presence of additional medical or disabling conditions, amount of available time to conduct assessment, and environment. Some teachers use one or more of myriad assessment protocols that are available; some use forms they have developed, and some use combination of protocols. Selected commercially available tools are designed for students who are young or developmentally delayed; others are designed for young academic students, and yet others are designed for academic students who are older. Since functional vision assessments are not standardized, nor can they be, literature indicates that professionals use existing tools or their own (checklist) forms and (narrative) reports (or both), either singly or in combination (Bishop, 2004; Erin & Paul, 1996; Miller, 1999). Miller (1999, p. 2) stated that the [functional vision assessment] report is critical for ensuring coordination and consistency in educational programming and should be widely shared. She noted that many forms are available, and depending on age of student, makes sense that format and emphasis will differ by child (p. 2). However, she continued, with a wide variety of styles and methods for testing and reporting (p. 2), and depending on developmental level of student, there is no uniformity in how components of visual functioning are addressed, and there is no guarantee that all components will be addressed. Although there is no literature to confirm this finding, informal comments by district and agency supervisors and coordinators of university-based personnel preparation programs support notion that without guidance, components of visual functioning (such as specific distances from which an object is seen and size of an object that is seen at specific distance) are often not reported or are reported without specific information. Although it is important to capture uniqueness of each student's visual functioning, it is equally important to ensure that all components of visual functioning are addressed. …