How you can help a secondary pupil with visual impairment

Pupils with a visual impairment are those who have poor vision which cannot be fully corrected by wearing glasses and/or an operation.

This means that vision may be blurred, cloudy or parts of the ‘picture’ may be missing. Sometimes a child may surprise you – for example, by seeing small things more clearly than large objects!

Vision may vary from day to day.

The effects of the various eye conditions are different and it is important that specific advice on each individual visually impaired pupil should be sought from the Specialist Teacher of the Visually Impaired.

Here are some practical tips to help you when working with a visually impaired pupil.

How you can help

• Reading material may need to be held close to the eyes. This will not harm the eyes.
  
  
• Pupils with a visual impairment may not be as proficient and fluent in reading as their peers and may experience difficulty with visual discrimination, hand-eye co-ordination and motor control skills.
  
  
• Print should be clear. Good contrast and layout are often more important than size of print.
  
  
• Do not ask the pupil with a visual impairment to share text books, worksheets or computers.
  
  
• Writing may be slow and untidy. Encourage them to aim for a high standard of neatness and presentation.
  
  
• Some pupils will have touch typing skills. They should be encouraged to use them wherever appropriate.
  
  
• Copying from the board or OHP may be very difficult, even when the pupil is seated at the front of the class.
  
  
• Words written on the board should always be of clear contrast against the background.  Avoid red and green in particular.
  
  
• It is helpful if the teacher can read out what he/she is writing on the board and draw particular attention to the spelling of new and unfamiliar words.
  
  
• An individual desk copy of board work may be the only solution in some cases.
  
  
• Expect the same standards of behaviour, but remember that these pupils may not see well enough to interpret the teacher’s gestures or facial expressions. A ‘look’ may not be sufficient to correct their behaviour!
  
  
• Detail may be missed when watching DVDs, for example, or teacher demonstrations.  Some verbal description will help.
  
  
• In most cases it may be better for the pupil to sit with the window to one side or behind him or her.
  
  
• A pupil with vision in only one eye should sit with the good eye towards the teacher and the majority of the class.
  
  
• Although the pupil may have no problems moving around the known school environment, he/she may have problems if out on a school visit in unfamiliar surroundings. The Specialist Teacher will be able to offer advice.
  
  
• Special arrangements can be made for visually impaired pupils doing SATs, GCSE and other external examinations. Ask your Specialist Teacher for advice.
  
  
• Advice can be given on access to computer screens. Ask your Specialist Teacher.
  
  
• It may be helpful to consult your Specialist Teacher at the time when a VI pupil is choosing his/her options for GCSE, going out on work experience and discussing careers.

Further information

Further help and advice is available from the Specialist Support Service Visual Impairment Team.

Address:

Phone: (01785) 356830
Minicom: (01785) 356835
Fax: (01785) 356841
Email: sss.service@staffordshire.gov.uk

If you, or someone you know, would like a copy of this in large print, braille, an audio tape or in languages other than English, please contact the Visual Impairment Team on 01785 356830.