High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.

视力障碍学生的高质量教育始于视力障碍学生的教师根据学生的需求确定服务强度（Lewis & Allman，2017；Spungin 等，2016）。尽管《残障人士教育改进法案》(IDEA) 强调满足学生对服务提供的需求（美国教育部，2004 年），但一些视障学生的教师继续将其他因素（如案例量大小）考虑到服务强度决心（Pogrund 等人，2019 年）。同样，密歇根视觉服务严重程度评定量表（密歇根州教育部，2017 年）并未关注学生的个人需求来推荐服务时间。例如，它在确定服务强度时会考虑教师的可用性，例如旅行时间。它还以学生的视觉状况为标准，这可能并不总是准确地反映学生对服务交付时间的需求。