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