Division on Visual Impairments


A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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Page 23 of 89

VIDBE-Q Volume 66, Issue 2 24 Tina S. Herzberg, University of South Carolina Upstate, therzberg@uscupstate.edu Justin T. Kaiser, University of Kentucky, justin.kaiser@uky.edu An essential role of a teacher of students with visual impairments (TSVI) is ensuring that students have access to information throughout their school day. This includes providing direct instruction and accommodations as well as collaborating with families and other service providers so that students can access the general education content. The process includes assessing the student's functional vision. Although this assessment was introduced in the 1960s, there still has been little research to determine best practices and establish consistency in the field. A functional vision assessment (FVA) is used to determine what a student sees, how their vision affects their ability to complete day-to-day tasks, and what accommodations and interventions are needed to account for the student's visual needs (D'Andrea & Farrenkopf, 2000; Lueck, 2004). In our experience, we have noticed that FVA content often varies, depending on the professional who conducted the assessment. This realization encouraged us to explore FVA content Functional Vision Assessment: Delphi Study Results and Where We Need to Go

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