Introduction:

This study analyzed 39 data collection tools used by teachers of students with visual impairments when completing functional vision assessments (FVAs).

Methods:

In 2017, teachers of students with visual impairments submitted data collection tools used in the FVA process. These tools were then compared with the 23 FVA components suggested by two established resources, Erin and Paul and D’Andrea and Farrenkopf.

Results:

The most commonly assessed skills and abilities were near visual acuity, distance visual acuity, and color perception. Only five of the submitted data collection tools contained at least 80% of the FVA components identified by the established resources. Fewer than 25% of the tools incorporated an orientation and mobility (O&M) screening.

Discussion:

There was considerable variation in the background information, medical data, and visual skills information that was collected. Variability in the data collected during the FVA process may impact a teacher’s recommendations, including referrals for specialized evaluations such as O&M and clinical low vision evaluations.

Implications for practitioners:

Since FVA reports are used by Individualized Education Program teams, it is essential that data collection tools used during the assessment process are complete and address key areas such as near visual acuity and color perception. Teachers should carefully review their tools to determine whether the data collected are sufficient to make informed recommendations regarding accommodations, goals, and referrals. If the data collected are not sufficient, then the tools should be revised or additional data should be collected.

中文翻译：

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完成功能性视觉评估时使用的数据收集工具的分析

介绍：

这项研究分析了39名视障学生在完成功能性视力评估（FVA）时使用的数据收集工具。

方法：

2017年，视障学生的老师提交了FVA流程中使用的数据收集工具。然后将这些工具与两个已建立的资源Erin和Paul和D'Andrea和Farrenkopf建议的23种FVA组件进行了比较。

结果：

最常评估的技能和能力是近视力，远视力和色彩感知。只有五个提交的数据收集工具包含至少80％的FVA组件（由已确定的资源确定）。少于25％的工具包含方向和移动性（O＆M）筛选。

讨论：

收集的背景信息，医学数据和视觉技能信息存在很大差异。在FVA过程中收集的数据的可变性可能会影响教师的建议，包括推荐进行专业评估（例如O＆M和临床低视力评估）。

对从业者的启示：

由于个性化教育计划团队使用FVA报告，因此至关重要的是，评估过程中使用的数据收集工具必须完整，并解决关键领域，例如近视敏锐度和色彩感知。教师应仔细检查其工具，以确定收集的数据是否足以就住宿，目标和转介提出明智的建议。如果收集的数据不足，则应修改工具或收集其他数据。