BLENNZ: Blind and Low Vision Education Network NZ

Te Kotuituinga Mātauranga Pura o Aotearoa

Rationale and General Function of FVA

August 14, 2010 by blennzict | 0 comments

Spectacles lying on distance eye chartOphthalmic assessment tests often employed in a clinic setting can be used by vision educators to obtain important functional vision information of a young person with or without a diagnosed eye condition.

These tests can provide specific functional vision data for teachers when the young person is new to BLENNZ services or when a review of previous results is required. As educators of young people whose primary sensory channel is vision, we need the most current and pertinent medical results of the specific eye condition from an ophthalmologist and optometrist.

However, we also require the important functional vision information which affects visual accessibility across environments and tasks with the various materials that the young person will encounter and use to access the curriculum and the Expanded Core Curriculum.

Teachers can use these vision tests to glean from the testing procedures and results specific vision data such as print range, distance acuity and issues surrounding various levels of contrast and colour. In addition, the tests can be an avenue to observe the young person’s visual responses and behaviours such as the effects of clutter on visual functioning and the most appropriate presentation and proximity of materials. Lastly, these tests can be signposts for further in-depth observations, assessment and instruction.

Though important to maintain the integrity of the tests with consistent and correct testing procedures, as educators we not only want the ‘clinical’ results that these tests can provide but also we need to be able to interpret the results and the observed visual responses and behaviours during the testing procedures so that relevant recommendations can be made to assist the young person’s visual accessibility across settings, tasks and materials.

The educational implications derived from the results and observations from the various tests may be more beneficial to teachers than the purely ophthalmic/medical data that the tests provide. Educationally-relevant recommendations for effective and efficient strategies, adaptations and/or modifications can be developed based on the results and interpretations from the vision tests and the observations of the young person’s visual responses and behaviours while undergoing the tests.

Visual Assessment Tests

August 14, 2010 by blennzict | 0 comments

Visual Assessment Tests: Recognition

Near Vision

  • LEA Puzzle
  • LEA Single Symbol cards
  • LEA Crowded Symbol chart
  • Sloan Crowded Letter chart

Print Range

  • NVTC Near Vision Test Gayle Lamb: Letters, Words and Passages
  • Maclure Graded Passages

Distance Acuity

  • LEA Single Symbol flipchart (3m)
  • LEA Crowded Symbol chart (3m)
  • Sloan Crowded Letter chart (3m)

Contrast Sensitivity Screeners

  • LEA Low Contrast Sensitivity Test with 9.5 Optotypes
  • Hamilton-Veale contrast Sensitivity

Colour Confusion Screeners

  • LEA Quantitative Colour Vision Test PV-16
  • City University Test
  • Ishihara Test

 

Functional Vision Assessment

August 14, 2010 by blennzict | 0 comments

Over the last year we have been re-visiting how we assess the functional vision of learners. As we have lots of new BLENNZ team members, we made it part of our annual plan to take a fresh look at what we do and how we do it.

During the year Patrick Pink, a member of the BLENNZ assessment team supported by Steve Bellamy worked alongside colleagues in each of the 3 regions sharing presentations and facilitating workshops. Although this professional development project has been focused on meeting our own needs within BLENNZ, we hope that sharing our internal resources and learning journey, will support you in your own.

Screen shot 2010-11-24 at 4.30.11 PM

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