Guidelines for Visual Impairments

If you are blind or have a visual impairment

Students who are requesting support services from the Office of Accessible Educational Services (AES) at Indiana University Southeast are required to submit documentation indicating that a disability substantially limits some major life activity, such as learning, to verify eligibility under the ADA of 1990.

Documentation guidelines

The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate.

Things to include as documentation of a visual impairment:

  1. Cause of visual impairment (prenatal influence or congenital, infectious disease, injury, general disease, undetermined), and if it is non-progressive, progressive, or the result of secondary complications.
  2. On-set of visual impairment.
  3. Clinical diagnosis (blind, partial vision, low vision) and/or Level of visual disability (moderate, severe, profound).
  4. Snellen Chart measurement of acuity.
  5. Visual field (central loss, peripheral loss).
  6. Color measurement (ability to discriminate colors, light and dark).
  7. Assessment of visual efficiency.

Documentation should include a Functional Visual Characteristics and a physical needs assessment. It should express clinical terms as more concrete information for the setting of higher education.

A summary of the condition and evidence of a substantial limitation to learning or other major life activity must be provided.

Specific cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for Indiana University Southeast to provide appropriate, reasonable accommodations.

A statement of functional impact or limitations of the disability on learning or other major life activity.

  1. Names of the assessment instruments used.
  2. Quantitative and qualitative information which supports the diagnosis.
  3. The areas of educational impact and the severity of the condition.
  4. Recommendations for prescriptive treatments.
  5. Notation of medications prescribed, if any, and potential impact on learning.
  6. Additional observations or recommendations which could assist us in adequately serving the student.
  7. The names, titles, addresses, and phone numbers of the evaluator(s), as well as date(s) of testing.