Sensory signposting guide: Vision Impairment

If a child is already being supported by a sensory service*, then the professional, parent or carer should make contact with those services known to the child or young person in the first instance.

*Sensory support services may include:

• Ophthalmology
• Re/Habilitation Officer for Visually Impaired Children (ROVIC) service
• GP or Paediatrician
• Disabled Children’s Service or
• Sensory and Physical needs SEN Team

This enables joined up working between children and young people, their families and any supporting agencies.

If sensory services are not currently involved with, or supporting a child or young person and their family, a referral or request for service may need to be made – see Step 3.

If a child or young person is not currently receiving support, in some cases parent carers or professionals can request help, in other cases a referral may be needed.

This can also be used where a child or young person is currently receiving support, but they have been identified as having an unmet need.

Support may come from:

• Ophthalmology (via GP referral)
• Sensory and Physical SEN Team – Request for access to SEND support
• GP or Paediatrician
• ROVIC service – Request for service
• Disabled Children’s Service – Request for support
• Sensory impairments useful referral contacts

Individual teams will then apply their own decision-making criteria before deciding whether to accept or decline a request.

If a request is declined support may still be available from other sources – see Step 8.

If a request for assessment  is accepted the individual service will work with the child or young person, their family, and educational setting (as appropriate).

An assessment will be provided, and an assessment outcome produced.

Once an assessment has been completed an ‘assessment outcome’, for example an assessment plan, will be produced.

With consent, assessment plans and actions will be shared with those supporting the child or young person within education, health, and social care sectors.

An education, health and care (EHC) plan may be considered.

Once an assessment plan has been put in place, the progress of the child or young person will be monitored by the individual service, to make sure that planned outcomes continue to meet the assessed need(s).

If support is no longer required, for example, identified outcomes are reviewed and achieved, the services may conclude their involvement.

The term ‘preparing for adulthood’ is used to describe the time in a young person’s life as they move from being a child to an adult. Planning the transition to adult services can start anytime from Year 9 or around age 14.

See the preparing for adulthood section of the website for a range of information and advice, including our transitions guide which describes the changes that young people can expect, and when these are likely to happen.

The Post-16 Learning Participation Team (formerly CSW) work with young people aged 13 years and upwards, including those with sensory impairments, to help them plan for their future. They can also support young people aged 16+

If a request for support is declined parent carers may still be able to access advice and support from a range of charities offering visual impairment support.