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Visual Impairment

Guidance for Children and Young People with Visual Impairment

 

How to use this Guidance

Identifying range

  1. Using the information available to you in school regarding the pupil’s visual impairment – from a parent /carer, or via information from hospital – and in discussion with a Qualified Teacher of the Visually Impaired (QTVI), make an assessment about the level of visual functioning, and its impact on the pupil’s ability to access the curriculum.
  2. Use the SEN Guidance descriptor information at the top of each range to think about how the pupil’s individual profile affects their access to the curriculum and school life. These statements support a decision about whether the pupil is mildly, moderately or severely affected and give guidance about how contexts and support needed affect placement at a particular range.
  3. Following assessment, as outlined below, the VI professionals will confirm the judgement about which range the pupil is at currently. It is important to recognise that these ranges may occasionally alter due to a change in visual functioning, but this is rare. 

Using the Guidance to support learning

  1. Once the range has been established professionals will be given advice about how to support the learning of children and young people with visual impairment at each range.
  2. It is important to recognise that Quality First Teaching will provide a firm basis upon which to use the additional strategies identified at each range. Strategies and advice from earlier ranges need to be utilised as well as more specialised information as the ranges increase.
  3. Hyperlinks provide useful additional information and contacts

 

Page 2 provides a summary of the offers for children with a visual impairment, aged 5 – 19 attending mainstream and special school settings. .

Separate guidance is available for young children aged 0 – 5, in homes, and a range of pre-school and early years settings.

 

Universal offer

 

All new referrals from;

Parents, settings / schools, Health and other professionals will receive an initial assessment, to include;

  • Assessment of visual functioning,  including classroom observations, by a QTVI
  • Assessment of Habilitation and Mobility skills by a Habilitation Officer
  • Information from school / setting
  • Information from Health / other agencies
  • Information from parent/carer
  • Information from child/young person

 

The assessment will be aligned to the NatSIP Eligibility Criteria, which will;

  • Enable the Service to provide an equitable allocation of resources
  • Provide a means of identifying the levels of support required
  • Provide entry and exit criteria

 

The above assessment, including visits, report writing and admin time, will be expected to take 8 hours. The outcome of the assessment will be an initial report written by QTVI and Habilitation Officer, to reflect all the above, and to be shared with all stakeholders.   

 

The report will allocate a VI Range and make recommendations on support, advice and teaching, in line with range descriptors and the funding of special educational needs provision. The cost of the first £10,000 is within the delegated school budget; if the cost of provision exceeds £10,000, this is funded from the High Needs Block of the Dedicated Schools Budget (range 4 -7)

 

Targeted offer

Range 1- 3

 

These descriptors outline the support and provision that must be made available to pupils with a visual impairment, who do not have a Statement of SEN or an Education Health Care Plan, by the school, and by the Local Authority Sensory Service, Vision Impairment Team.

 

These descriptors are intended to be general indicators of a possible visual impairment which may be affecting learning. All the descriptions of visual functioning assume the pupil is wearing glasses if these have been prescribed, ie the visual acuities are based on the best achievable vision.  Some conditions are not correctible with glasses. Some pupils may have reduced vision in 1 eye only, or may have variable vision. Some pupils may have deteriorating vision, and this should be monitored on a regular basis.

 

Specialist offer

Range 4, and above

 

These descriptors outline the support and provision that must be made available to pupils with a visual impairment, who are eligible to have a Statement of SEN or an Education Health Care Plan.

Range 1 

 

Descriptor

 

 

Mild visual impairment

  • Pupil may find concentration difficult
  • Pupil may peer or screw up eyes

 

Distance vision approximately 6/18. This means that the pupil needs to be about 2 metres away to see what fully sighted pupils can see from 6 metres. Can probably see details on a whiteboard from the front of a classroom, as well as others can see from the back of the room.

 

Near vision: likely to have difficulty with print sizes smaller than 12 point or equivalent sized details in pictures.

 

This is 12 point

 

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil may be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

 

The school must monitor pupil progress in this respect.

 

 

 

Initial visual assessment, including visit and report

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

 

Groupings for teaching

 

 

Full inclusion within the Mainstream class.

 

Attention to seating position in classroom.

 

 

 

Human resources & staffing

 

 

Additional adults are deployed appropriately to increase pupil success and independence.

 

 

 

 

Initial contact with family at point of referral / assessment

 

Curriculum and Teaching Methods

 

 

Quality First Teaching

 

Full inclusion within mainstream class. 

 

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

 

ICT is used to increase access to the curriculum, where appropriate

 

 

 

Resources and Intervention Strategies

 

 

Resources made available from within school.

 

Learning materials must be selected for their clarity.

 

 

Information relating to a range of resources and agencies

 

Guidance for Children and Young People with Visual Impairment

 

Range 2

 

Descriptor

 

 

Moderate visual impairment.

  • Pupil may find concentration difficult
  • Pupil may peer or screw up eyes
  • Pupil may move closer when looking at books or notice boards.
  • Pupil may make frequent “copying” mistakes.

 

Distance vision: approximately 6/24. This means that the pupil needs to be about 1.5 metres away to see what normally sighted pupils can see from 6 metres. May not be able to see details on a white board from the front of classroom as well as others can see from the back.

 

Near vision: likely to have difficulty with print sizes smaller than 14 point or equivalent sized details in pictures.

 

This is 14 point.

 

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil may be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

 

The school must monitor pupil progress in this respect.

 

 

Initial visual assessment, including visit and report

.

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

 

Groupings for teaching

 

 

Full inclusion within the Mainstream class.

 

Attention to seating position in classroom.

 

 

 

Human resources & staffing

 

 

Additional adults are deployed appropriately to increase pupil success and independence.

 

 

Initial contact with family at point of referral / assessment

 

Curriculum and Teaching Methods

 

 

Quality First Teaching

 

Full inclusion within mainstream class. 

 

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

 

School staff make basic adaptations to curriculum delivery and materials to facilitate access for a visually impaired pupil. eg.oral descriptions of visual materials.

 

ICT is used to increase access to the curriculum, where appropriate

 

 

Resources and Intervention Strategies

 

 

Resources made available from within school.

 

Learning materials must be selected for their clarity.

 

Equipment, including low vision aids, write angle, copyholder to meet needs, may be appropriate.  Large print materials provided by school, as appropriate.

 

 

Information relating to a range of resources and agencies

 

 

 

 

 

 

Guidance for Children and Young People with Visual Impairment

 

Range 3 - School based responses

 

Descriptor

 

Moderate to significant visual impairment.

  • Pupil may find concentration difficult
  • Pupil may peer or screw up eyes
  • Pupil may move closer when looking at books or notice boards.
  • Pupil may make frequent “copying” mistakes.
  • Pupil may have poor hand-eye coordination.
  • Pupil may have slow work rate

 

Distance vision: approximately 6/36. This means that the pupil needs to be about 1 metre away to see what normally sighted pupils can see from 6 metres. May not be able to see details on a white board without approaching  to within 1 metre from it.

Near vision: likely to have difficulty with print sizes smaller than 18 point     This is 18 point

or equivalent sized details in pictures.

 

Pupils may also have Cerebral Visual Impairment (CVI) – these pupils may have normal or near normal visual acuities but will display moderate to significant visual processing difficulties.

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil may be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

 

Planning must be based on current visual performance and prognosis of possible changes

 

The school must monitor pupil progress in this respect.

 

Initial visual assessment, including visit and report

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer, including strategies and training to support CVI, where appropriate.

 

On-going assessment, advice, support, monitoring and training  from a QTVI, up to 6 hours annually

 

 

 

Groupings for teaching

 

 

Full inclusion within the Mainstream class.

 

Some additional group and individual work to meet identified needs and to facilitate learning and inclusion, as appropriate

 

Attention to seating position in classroom.

 

Human resources & staffing

 

Additional adults are deployed appropriately to increase pupil success and independence.

 

Initial contact with family at point of referral / assessment

Curriculum and Teaching

Methods

 

Quality First Teaching

 

Full inclusion within mainstream class. 

 

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

 

School staff make adaptations to curriculum delivery to facilitate access for a visually impaired pupil. eg.oral descriptions of visual materials.

 

School staff provide some modification / differentiation of learning materials to facilitate access. eg. attention to speed of lesson delivery and speed of working of VI pupil.

 

ICT is used to increase access to the curriculum, where appropriate

 

 

 

Resources and Intervention Strategies

 

Resources made available from within school.

 

Learning materials must be selected for their clarity.

 

Equipment, including low vision aids, write angle, copyholder , , electronic magnification, laptop as appropriate to meet assessed needs.

 

Large print materials provided by school, as appropriate.

 

 

QTVI to make referral to LVA clinic

 

Information relating to a range of resources and agencies

 

 

 

Guidance for Children and Young People with Visual Impairment

Pupils with Cerebral Visual Impairment (CVI)

 

SEVERE -  Range 4  Band B

 

Descriptor

 

 

Cerebral Visual Impairment (CVI).  Range 4 will be those pupils in mainstream with CVI who are experiencing mild, moderate or severe difficulties.

 

CVI must be diagnosed by an Ophthalmologist. The pupil will typically have good acuities when tested in familiar situations but this will vary throughout the day. A key feature of CVI is that vision varies from hour to hour with the pupil’s well-being.

 

All pupils with CVI will have a different set of difficulties which means thorough assessment is a key aspect. The pupil may have difficulties associated with Dorsal processing stream, Ventral processing stream or a combination of both.

Dorsal stream difficulties include:

  • Difficulties seeing moving objects
  • Difficulties reading
  • Difficulties doing more than one thing at a time ( eg looking and listening )

 

Ventral Stream Difficulties include:

  • Inability to recognise familiar faces
  • Difficulties route finding
  • Difficulties with visual clutter
  • Lower visual field loss

 

This is not an extensive list, and difficulties may be mild, moderate or severe.

 

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately.

 

The school must monitor pupil progress in this respect.

 

Planning based on previous visual performance and / or prognosis of possible changes.

 

The school will make a referral for Assessment of SEN; and monitor via Annual Reviews

Initial visual assessment, including

  • observations, discussions with parents and teachers and the pupil.
  • Asking parents and pupil to complete the CVI Inventory
  • Analysis of the inventory after completion

This assessment can take a considerable amount of time as observations need to be made in a number of situations at different times of the day due to variability and inconsistency of vision.

 

30 hours (20 annual sessions) from a QTVI to provide all the teaching and support outlined below.

 

The report written by a QTVI will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

On-going assessment, teaching, advice, support and monitoring from a QTVI, to work with the pupil, their family and with school staff.

 

 

 

Groupings for teaching

 

Mainstream class.

 

Individual and group work, as appropriate, to meet curriculum access and safety needs, for individual skills teaching, and to facilitate inclusion and access.

 

Individual 1-1 for habilitation  and mobility teaching, as appropriate

 

Human resources & staffing

 

Additional support from a Teaching Assistant in class, and around school, as indicated by assessment, to facilitate inclusive and independent learning, preparation of resources, and to ensure safety.

 

This will depend on the outcome of the assessment. May include:

  • Advice from Habilitation Officer regarding mobility
  • Suitable technology such as laptop, audio books, speech software
  • Advice for teachers regarding ways to include the pupil in mainstream lessons Report writing
  • Training for staff on CVI and implications for learning
  • Specific skill teaching eg touch typing, working with speech software, working with amanuensis

 

 

Curriculum and Teaching Methods

 

Quality First Teaching

 

Full inclusion within mainstream class. 

 

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

 

School staff make substantial adaptations to curriculum delivery and materials to facilitate access for a child with CVI

 

School staff provide modification / differentiation of learning materials to facilitate access. eg. attention to speed of lesson delivery and speed of working of VI pupil.

 

ICT is used to increase access to the curriculum, where appropriate Significant modification of learning materials and curriculum delivery to facilitate learning and inclusion.

 

 

Mobility and independence skills training

 

 ICT and low vision aid skills training

 

Training and written advice for staff, including external assessment and exams.

 

Specific training on the nature of CVI and implications for learning

 

Any combination of difficulties will have a major impact on the pupil’s ability to access the curriculum. Without input from a QTVI they will be unable to reach their full potential and will need some level of support from the VI Team

 

 

Resources and Intervention Strategies

Low vision aids, electronic magnification, laptop with software as appropriate to meet assessed needs.

 

Large print and differentiated materials to meet assessed needs.

 

 

As outlined in the initial report

 

Guidance for Children and Young People with Visual Impairment

Pupils within range 4 will need a time allocation from school staff to prepare resources and to support in class where required. Pupils with VI Primary Need in Range 4, will be funded at Band 4D, unless there are additional needs or circumstances requiring greater support. A few pupils at Range 4 may be eligible to be referred for an ARC place, particularly at Secondary level, depending on a number of factors, including late onset visual impairment, or a deteriorating visual condition.

SEVERE -  Range 4  Band  D

 

Descriptor

 

 

Severe visual impairment.

  • Pupils likely to be registered partially sighted or blind but still learning by sighted means. 

 

Distance vision:  6/36 or 6/60 or worse. This means that the pupil can see at 6m, what a fully sighted person could see from 60m.  It represents a difficulty identifying any distance information, people or objects.

 

This pupil would be unable to work from a white board in the classroom without human/technical support.

 

Near vision: likely to have difficulty with any print smaller than 24 point. Print sizes may be a in a range from 24 – 36, and will require significant differentiation and modification. 

This is 24 point, 36 point

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately.

 

The school must monitor pupil progress in this respect.

 

Planning based on previous visual performance and / or prognosis of possible changes.

 

The school will make a referral for Assessment of SEN; and monitor via Annual Reviews

 

Initial visual assessment, including visits, report writing and admin time – up to 8 hours.

 

30 hours (20 annual sessions) from a QTVI to provide all the teaching and support outlined below.

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

On-going assessment, teaching, advice, support and monitoring from a QTVI, to work with the pupil, their family and with school staff.

 

 

 

Groupings for teaching

 

Mainstream class.

 

Individual and group work, as appropriate, to meet curriculum access and safety needs, for individual skills teaching, and to facilitate inclusion and access.

 

Individual 1-1 for habilitation  and mobility teaching, as appropriate

 

Human resources & staffing

 

Additional support from a Teaching Assistant in class, and around school, as indicated by assessment, to facilitate inclusive and independent learning, preparation of resources, and to ensure safety.

 

Input  from a QTVI to work with the pupil and with school staff, as above

 

Input from VI Service Technical Officer, for training and support, as appropriate

 

Programme of work with Habilitation officer; frequency based on assessed need, blocks of work equivalent to 7 hours annually

 

 

Curriculum and Teaching Methods

 

Quality First Teaching

 

Full inclusion within mainstream class. 

 

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation.

 

School staff make substantial adaptations to curriculum delivery and materials to facilitate access for a severely visually impaired pupil.

 

School staff provide modification / differentiation of learning materials to facilitate access. eg. attention to speed of lesson delivery and speed of working of VI pupil.

 

ICT is used to increase access to the curriculum, where appropriate Significant modification of learning materials and curriculum delivery to facilitate learning and inclusion.

 

 

Mobility and independence skills training

 

 ICT and low vision aid skills training

 

Training and written advice for staff, including external assessment and exams.

 

 

 

Resources and Intervention Strategies

Low vision aids, electronic magnification, laptop with software as appropriate to meet assessed needs.

 

Large print and differentiated materials to meet assessed needs.

 

 

As outlined in the initial report

 

 

Guidance for Children and Young People with Visual Impairment

Educationally blind -  Local Mainstream Provision

 

PROFOUND - Range 5 

 

Descriptor

 

Usually pupils who have suffered a late onset visual impairment, or where their vision has deteriorated rapidly, or where there is a strong parental preference.

Some pupils may also be continuing to use print at point 48.  Some pupils will be making the transition from print to braille.

These pupils will usually be registered blind and learning by tactile methods

 

Some may have little or no useful vision, and very limited or no learning by sighted means.

 

48 point

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

The school must make the report available to all appropriate staff.

 

The school must ensure that all staff are aware that the pupil will be experiencing severe visually related learning difficulties, and provide support to enable teachers to plan appropriately. Schools must take account of prognosis of possible change.

 

The school must monitor pupil progress in this respect.

 

The school will make a referral for Assessment of SEN; and monitor via Annual Reviews

176  hours (117 annual sessions) from a QTVI, to provide all teaching and support outlined below.

 

Initial visual assessment, including visits, report writing and admin time – up to 8 hours.

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

On-going assessment, teaching, advice, support and monitoring from a QTVI, to work with the pupil, their family and with school staff.

 

Groupings for teaching

 

Mainstream class.

 

Individual and group work, as appropriate, to meet curriculum access and safety needs, for individual skills teaching, and to facilitate inclusion and access.

 

Individual 1-1 for habilitation  and mobility teaching, as appropriate

 

 

Human resources & staffing

 

 

Additional support from a Teaching Assistant in class, and around school, as indicated by assessment, to

  • facilitate inclusive and independent learning
  • provide in-class support
  • prepare specialist / tactile resources
  • follow up habilitation training
  • and to ensure safety.

 

 

 

Input from a QTVI to work with the pupil, and  with school staff, and to facilitate contact with parents, as above

 

Training and written advice for staff, including external assessment and exams.

 

Access to VI Service technician, as appropriate

 

Programme of work from Habilitation officer; frequency based on assessed need, blocks of work equivalent to 40 hours annually

 

Curriculum and Teaching Methods

 

Quality First Teaching

 

Full inclusion within the mainstream curriculum made accessible for an educationally blind pupil

 

Presentation of learning materials in alternative formats, including Braille, tactile diagrams, audio/speech

 

Teaching methods based on experiential and tactile learning with a strong verbal emphasis, and which facilitate access to the curriculum and class participation.

 

Skills teaching as appropriate for an educationally blind child: cognitive, language, social/emotional, tactile, mobility, independence, careers.

 

School to facilitate attendance and inclusion at VI curriculum, and sport and leisure activities

 

Braille and tactile skills teaching, as required

 

Habilitation and independence skills training

 

ICT and low vision aid skills training, as required

 

Provision of social /emotional programmes, as required

 

Inclusion to VI curriculum activities across the District

 

 

 

 

 

Resources and Intervention Strategies

 

 

Day to day ICT for the pupil and for staff to produce Braille and other tactile resources.

 

Braille and other tactile learning materials.

 

Electronic brailler/note taker and / or laptop with speech software

 

Miscellaneous equipment to support a non-sighted learner, as outlined in the initial report

 

Guidance for Children and Young People with Visual Impairment

Educationally blind -  ARC provision, Primary and Secondary

 

PROFOUND - Range 5 

 

Descriptor

 

Usually pupils who are born with severe visual impairment, who are identified early on as being tactile learners.

Pupils who may be new to the country, with severe visual impairment.

These pupils will usually be registered blind and learning by tactile methods; they will have little or no useful vision, and very limited or no learning by sighted means.

 

 

 

SCHOOL /GOVERNORS PROVIDE :

 

LOCAL AUTHORITY PROVIDES:

 

Assessment

 & Planning

 

 

The school must work in partnership with ARC staff to facilitate assessment and planning across the curriculum.

 

The school must ensure that all staff are aware that the pupil will be experiencing severe visually related learning difficulties, and provide support to enable teachers to plan appropriately. Opportunities should be in place for regular reviews of planning.

 

The school must monitor pupil progress in this respect.

 

The school will monitor progress via Annual Reviews, in partnership with ARC staff.

 

 

Initial visual assessment, including visits, report writing and admin time – up to 8 hours.

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer.  

 

On-going assessment, teaching, advice, support and monitoring from a QTVI, and from specialist support assistants, on a daily basis, to work with the pupil, their family and with school staff.

 

 

Groupings for teaching

 

 

Inclusion in mainstream classes, with opportunities for individual and group work to meet curriculum and safety needs and to facilitate inclusion and access.

 

 

Individual or small group ARC lessons to deliver;

  •  the specific VI curriculum
  • interventions based around tactile literacy, numeracy, and ICT.

 

Human resources & staffing

 

 

VI ARC pupils are on roll of school, and have access to the whole school community

 

Whole school staff to attend regular training opportunities for mainstream school staff

 

 

Daily skills teaching from a QTVI to include;

  • up-date of braille skills,
  • specialist teaching including tactile skills,
  • specialist teaching approaches to individual subjects  where required.

 

QTVI to have daily contact and liaison with mainstream staff

 

Additional daily support from a team of specialist support assistants, trained to support a tactile curriculum and to facilitate inclusive and independent learning and to ensure safety.

 

Daily access to a Technical Officer to produce resources, and provide training on ICT equipment.

 

Programme of work from Habilitation officer; frequency based on assessed need, equivalent to weekly contact.

 

ARC staff to provide regular whole school training opportunities for mainstream school staff

 

ARC staff to provide additional support for parents, in partnership with school.

 

 

Curriculum and Teaching Methods

 

 

Quality first Teaching

 

Full inclusion within the mainstream curriculum made accessible for  educationally blind pupils

 

All school staff must be responsible for providing lesson and curriculum content ahead of the lesson, so it can be produced in an alternative format by the ARC.

 

Teaching methods based on experiential and tactile learning with a strong verbal emphasis.

 

Inclusive opportunities to mix with both sighted and non-sighted peers.

 

Full inclusion within the mainstream curriculum made accessible for educationally blind pupils

 

Presentation of learning materials in alternative formats, including Braille, tactile diagrams, audio/speech

 

Individual teaching of skills as appropriate for an educationally blind child: cognitive, language, social/emotional, tactile, mobility, independence, careers.

 

Withdrawal from mainstream curriculum, where appropriate, to enable specialist ICT teaching, and  intervention on subject basis where required

 

 

 

Resources and Intervention Strategies

 

 

Day to day ICT for the pupil and for staff to produce Braille and other tactile resources.

 

 

 

Braille and other tactile learning materials.

Full suite of ICT for pupils and staff to produce Braille and other tactile resources.

 

Range of ICT eg talking microwave, talking calculator, talking scales, etc

 

Braille and other tactile learning materials; tactile learning packs, library of tactile books, tactile globe, body parts, etc

 

Range of tactile learning equipment for maths and science.

 

Perkins brailler, Electronic brailler/note taker and / or laptop with speech software for each pupil

 

Miscellaneous equipment to support non-sighted learners

 

 

Guidance for Children and Young People with Visual Impairment

 

Additional  needs - Range  6

Descriptor

 

 

Pupils with severe learning difficulties as a prime need, and who are blind or partially sighted, or have a diagnosis of CVI, as a secondary need.

 

Distance vision: difficulty identifying any distance information

 

Near vision: will have difficulty responding to facial expressions at 50 cm.

 

Assessment

 & Planning

 

The school must make the report available to all the appropriate staff

School must ensure that all staff are aware of strategies, interventions and resources.

School must monitor pupil progress

 

 

All these pupils will have a Statement / EHC Plan

 

Initial visual assessment, including visits, report writing and admin time – up to 8 hours.

 

The report written by a QTVI and Habilitation Officer, will be shared with all stakeholders, and will include information as outlined in the Universal offer, and strategies for working with the pupil.

 

Groupings for teaching

 

Special school class

Small group teaching

 

 

 

Human resources & staffing

 

School must provide Teaching Assistant support for on-going visual assessments and interventions.

Specialist support from a QTVI for children with additional and complex needs, who will provide:

  • advice and support to school, and staff
  • training
  • visual assessment, as required

equivalent to 18 hours annually

 

Input from a Habilitation Officer, to provide support and advice to the school, in partnership with the QTVI

 

 

Curriculum and Teaching Methods

 

Special school curriculum, with multi-sensory approach

 

 

Resources and Intervention Strategies

 

Access to multi-sensory equipment, eg sensory pool, trampoline, light room.

Information relating to resources and intervention strategies will be made available by the QTVI

 

Guidance for Children and Young People with Visual Impairment

 

 

COMPLEX - Range  7

 

Descriptor

 

 

Pupils with severe and complex needs, where visual impairment is one of a number of needs, who require continual 1-1, or 2-1 support

 

Information relating to all the categories below will be determined by the individual needs of the pupil

 

 

 

Assessment

 & Planning

 

 

Assessment as above.

 

Referral for Assessment of SEN

 

 

 

Groupings for teaching

 

 

Individual placement

 

Human resources & staffing

 

 

Initial assessment and written report of functional vision from a QTVI.

 

Further input by arrangement.

 

 

 

Curriculum and Teaching Methods

 

Personalised curriculum

Resources and Intervention Strategies

 

As appropriate