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

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Functional Vision Assessment

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Functional vision assessment

Functional Vision Assessment

Nora Griffin-Shirley & Amy T. Parker

EDSP 5383


Purpose

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?


Purpose1

Purpose

  • ID student’s preferred environment cues

  • Assist student in identifying strategies to avoid visual fatigue


Tricks of the trade

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

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 evaluation1

Elements of an Assessment/Evaluation

  • Summary

  • Recommendations


Physical environment what to observe

Physical Environment: What to observe

  • Draw what it looks like

  • Floor covering

  • Walls

  • Ceiling

  • Chalkboard

  • Copy machine


Physical environment what to observe1

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

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

Recommendations

  • Referrals

  • Adaptations

  • Instructional and

    Compensatory Strategies

  • Recommended Services


Report writing

Report Writing

  • Be specific

  • Be factual

  • Make applicable


Instructional goals and procedures

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

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

Providing Instruction

  • Fun, motivating lessons

  • Short time frame – 10-20 minutes

  • Positioning, localizing, scanning, tracking and focusing


Professional roles responsibilities

Professional Roles & Responsibilities

  • Provide information to other team members on low vision

  • Perform FLV and LMA


Functional vision assessment

  • Arrange for clinical low vision evaluation

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


Professional roles responsibilities1

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

COLLABORATION WITH STUDENT & OTHERS


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