For those who care for and work with students with brain damage related vision loss.
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Classroom (or other Learning Enviroment) Observation – For a Student with CVI
CLASSROOM (OR OTHER LEARNING ENVIRONMENT) OBSERVATION – FOR A STUDENT WITH CVI
1. Class setting (large/small group, individual instruction, methods used, etc.).
2. Student’s behavior (asleep, awake, alert, interactive, etc.).
3. What learning channel is student most frequently using to take in information in the classroom setting?
4. Note visual behaviors (head turn, working distance, light gazing, finger flicking, etc.).
5. Note other abnormal behaviors (look/turn head away/reach, difficulty with distance viewing, difficulty viewing targets in lower visual field, eye pressing, eye poking, rocking, etc.).
6. Does student wear glasses? If so, does he/she keep them on? Do they sit well on the face? Describe problems:
7. Does the student maintain visual attention/eye contact with near activities? With near people? What is the distance in inches or feet?
8. Does student maintain visual attention/eye contact with distance activities (10 feet or more away)? With people at distance (10 feet or more away)?
9. When visually attending to near targets, what are the qualities of the target and how many inches away is it (reflective, movement, size, patterned, single color, placement, contrast, etc.)?
10. When visually attending to distant targets, what are the qualities of the target and how far away is the target (reflective, movement, size, single color, placement, contrast, etc.)?
11. When visually attending (to either near or distance targets), what is going on in the environment (quiet, busy, noisy, low tactual input, tactual cues, auditory cues, visual cues, etc.)?
12. Describe the lighting in the learning environment (overhead fluorescent lighting, natural light, is there glare, use of supplementary lights, etc.).
13. Describe concerns regarding learning environment (placement of learning materials, position of student, lighting, contrast, auditory complexity, tactual complexity, etc.).
14. What seems to be the best position for the student to be in for visual learning to take place (stander, seated in wheelchair, laying on side, sitting at 90 degree angle in bed, etc.)?
15. Does the student travel independently. If so, what are the visual concerns (clipping obstacle on one side or the other, missing obstacles on the floor, tripping, not seeing curbs, difficulty seeing distance targets, difficulty with sunlight and glare, etc.)?
16. How does the student do in the bright sunlight outside (squints, has difficulty with transitioning from bright light to dim and vise versa, wears sunglasses outdoors, does not blink or close eyes when looking towards the sun, etc.)?
17. At what time did this observation take place? Is there a BEST time of day for using vision for this student?
18. Other observations and concerns:
Created By Diane Sheline, CTVI, CLVT