Opinions of Special Education Teachers Working in Guidance and Research Centers on Functional Vision Assessment of Individuals with Low Vision

Introduction: In educational assessment processes, functional vision skills of individuals with low vision are assessed. Functional vision assessment provides critical insights into how, and to what extent, these individuals utilize their remaining visual capacity in daily life. The evaluation of functional vision skills plays a critical role in guiding the orientation, placement, and educational planning for individuals with low vision. These processes are primarily conducted within Guidance and Research Centers (GRC). This study examines the perspectives of special education teachers working in the GRCs regarding the functional vision assessment of individuals with low vision. Method: This study employed phenomenological design, a qualitative research method. The study group consisted of 16 special education teachers working in the GRCs. A semi-structured interview form was conducted as the data collection tool. The data obtained from the interviews were analyzed using content analysis.Findings: The researchers collected the special education teachers’ perception under five themes. They found that teachers assessed a range of vision skills and often consulted both the individual and their family during the evaluation process. The researchers also identified some challenges, including a lack of materials, limited physical environments, difficulty understanding medical diagnoses, and insufficient information. Conversely, the teachers highlighted advantages such as the ability to monitor progress and implement preventative measures following the functional vision evaluation. Additionally, they offered suggestions for improving functional vision assessment practices.Discussion: The study found that the visual skills assessed by the teachers were limited in scope. Although the evaluation methods differed, they were primarily restricted to one-on-one evaluations with individuals with low vision. The researchers identified some challenges teachers encountered in conducting functional vision assessments. While some challenges were directly related to visual skills, others reflected common issues encountered by teachers in the GRCs. Additionally, the teachers offered some suggestions based on their experiences and expressed specific needs regarding functional vision assessment. Their recommendations highlighted the necessity for both structural and content-related improvements to make the evaluation process more effective and equitable.