Plan/Do - Visual impairment

• The pupil should remain part of the mainstream class for all activities except for exceptional circumstances or when direct teaching is needed to develop vision specific skills eg use of a low vision aid / touch typing.
  
  
• Class or subject teachers are responsible for the progress and support of the pupil and may need to adjust timetable to allow for Habilitation sessions as directed by the Specialist Teacher for Visual Impairment (mobility / touch typing / life skills).
  
  
  • Key staff need to have a more detailed understanding of the visual loss and its impact on the pupil as an individual.  Additional CPD and support may be requested from the QTVI.
    
    
• School based training for whole staff, groups of staff or individual staff is provided by the Visually Impaired Service. Centrally based 1 day training for Key  teachers and teaching assistants/support staff is offered annually.
  
  
• The Specialist Qualified Teacher of the VI will be involved to advise schools on classroom audits and Quality First Teaching of children with VI.
  
  
• The class teacher considers the following in the planning and delivering of the lessons:
  
  
  • Prepare enlarged reading materials (to point 18 or above).
    
    
  • Adaptation of equipment and resources.
    
    
  • Repeat demonstrations as required.
    
    
  • Supervise safe use of tools and safe practice in practical lessons.
    
    
  • Encourage and supervise the use of specialist equipment.
    
    
  • Provide alternative writing implements such as black felt tip pen, 4B pencil.
    
    
  • Daily checks that prescription glasses are being worn when necessary and kept clean (not all VI pupils may need to wear glasses).
    
    
  • Large print learning materials in pupil’s specific print size, font style, line spacing and colour of paper.
    
    
  • Provision of additional time for the completion of work (it takes longer for the VI pupil to complete work than for fully sighted peers).
    
    
  • Using appropriate specialist equipment such as reading slopes, book stands, magnifiers.
    
    
  • Specific teaching of ICT skills should be included as part of their learning.
    
    
  • Any emotional effects of the VI need to be identified and addressed.
    
    
  • TAs can be used for pre-tutoring through preparing pupils for lessons for example explaining concepts that rely on vision/colour vision for understanding.
    
    
  • It is important that, when alerting pupils to an action, artefact, illustration or example, describe what you want the pupils to take notice of and, if necessary, describe what it is but do not point.
    
    
  • Extra support may be needed for specific skills: maths; handwriting; laying out work.
    
    
  • Consideration for exam access arrangements in line with JCQ (Joint Council for Qualifications www.jcq.org.uk) regulations. For example additional time / modified examination papers).
    
    
• The following organisations produce large print books; fiction, non-fiction, revision guides etc:
  
  
  • The RNIB National Library - free service.
    
    
  • Seeingear is a free online library.
    
    
  • RNIB bookshare is a free service for enlarged copies of e books.
    
    
  • ‘ CustomEyes’ (Blind Children UK) produces tailor made books 
    
    
• Risk assessments are needed for practical activities and off site visits should be undertaken.
  
  
• Support during unstructured times e.g. break times should be provided where needed or where activities are specifically related to vision.
  
  
• It would be beneficial to develop support through an Individual Support Plan or One Plan including advice from  QTVI.