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The use of functional vision by school-age students who have visual impairments, including those with additional disabilities, is typically reported by teachers of students with visual impairments. Functional vision assessments determine how well a student uses his or her vision to perform tasks throughout the school day. The information that is gathered during the functional vision assessment is summarized and used to determine an appropriate initial educational intervention or to modify an intervention on the basis of changes in the student's use of vision (Lueck, 2004). Functional vision assessments are mandated by the Individuals with Disabilities Education Improvement Act of 2004. Before recommendations, such as specialized materials, methods, technology, lighting, seating, or additional support services, can be made, the teacher of students with visual impairments must consider all components of visual functioning. Appropriate recommendations for intervention are based on an analysis of the appearance of the eyes, ocular abilities, visual fields, color vision, visual perceptual tasks, near vision, intermediate vision, distance vision, and orientation and mobility (O&M). In addition to the components of visual functioning, the report of the functional vision assessment should include the reason or reasons for the assessment, a summary of ophthalmological and low vision reports, other educational and psychological reports, information about other medical conditions or disabilities, medications, previous functional vision assessments, equipment currently being used, educational and support services currently received, and current accommodations or modifications or both (Bishop, 2004; D'Andrea & Farrenkopf, 2000; Erin & Paul, 1996; Lueck, 2004).