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Functional Vision Assessment. Nora Griffin-Shirley & Amy T. Parker EDSP 5383. Purpose. ID student’s visual competencies and capabilities with and without optical devices ID visual skills needed to be learned

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Functional Vision Assessment

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Functional Vision Assessment

Nora Griffin-Shirley & Amy T. Parker

EDSP 5383


Purpose

  • ID student’s visual competencies and capabilities with and without optical devices

  • ID visual skills needed to be learned

  • Provide information on what student sees to all concerned- how does information become useful/accessible to the student?


Purpose

  • ID student’s preferred environment cues

  • Assist student in identifying strategies to avoid visual fatigue


Tricks of the Trade

  • When possible work with a partner when conducting.

  • When possible have components of the assessment filmed.

  • Explore multiple environments and different stimuli.

  • Should be conducted across more than one day due to fluctuations that may occur.

  • May include a familiar person or routine as well as something/someone novel.


Elements of an Assessment/Evaluation

  • Background information: medical, visual, educational, rehabilitation histories

  • Observation of environment

  • Visual responses and activities: structure of eyes and reflexes, near and distance vision, visual fields, color vision, motility (tracking, scanning…), lighting, contrast, depth perception, glare, computer usage, etc.


Elements of an Assessment/Evaluation

  • Summary

  • Recommendations


Physical Environment: What to observe

  • Draw what it looks like

  • Floor covering

  • Walls

  • Ceiling

  • Chalkboard

  • Copy machine


Physical Environment: What to observe

  • Ecological suggestions: seating, writing for group (for young children or students with multiple disabilities- positioning)

  • Type of desk

  • Videotape machine

  • Organizational potential (shelving, shelves, closet)

  • Window coverings

  • Computers and other assistive technology


Observe in Natural Environment

  • Choose typical routines

  • Note: structure of eyes and reflexes, near and distance vision, visual fields, color vision, motility (tracking, scanning…), lighting, contrast, depth perception, glare, computer usage, etc. (Linda’s lecture and materials)


Recommendations

  • Referrals

  • Adaptations

  • Instructional and

    Compensatory Strategies

  • Recommended Services


Report Writing

  • Be specific

  • Be factual

  • Make applicable


Instructional Goals and Procedures

  • Student needs

  • Instructional areas: environmental adaptations, enhancing visual skills, and integrating vision into activities

  • Visual skills: attention, tracking, shifting of attention, scanning, reaching for objects


Integration of Vision into Tasks

  • Skill instruction sequencing

  • Setting goals – be specific and measureable

  • Modeling – see other student doing a task

  • Guided practice - need success

  • Independent practice


Providing Instruction

  • Fun, motivating lessons

  • Short time frame – 10-20 minutes

  • Positioning, localizing, scanning, tracking and focusing


Professional Roles & Responsibilities

  • Provide information to other team members on low vision

  • Perform FLV and LMA


  • Arrange for clinical low vision evaluation

  • Assist in getting and training on devices – nonoptical and optical


Professional Roles & Responsibilities

  • Inform others about vision and devices, etc.

  • Provide opportunities to generalize use of devices outside controlled setting

  • Develop & implement a curriculum for student relating to low vision use in social skills and ADLs


COLLABORATION WITH STUDENT & OTHERS


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