What is visual impairment?
Visual impairment is the term used to describe sight loss that cannot be corrected using glasses or contact lenses.
Identification – what you may see in the child or young person
- Not responding to non-verbal instructions for example, facial expressions.
- Not accessing information on the board.
- Loses their place when reading, skips lines or has difficulty to find text on a page.
- Making errors whilst copying.
- Tilting their head to one side or up and down.
- Poor or unusual sitting posture when reading and/or writing.
- Struggles when using stairs or steps (depth perception).
- Bumps into things or knocks things over.
- Passive when working in small groups.
- Passive participant in class discussion.
- Struggles to communicate what is important.
- Struggles to communicate what support they need.
- Shows fatigue after visual tasks.
- Demonstrate repeated blinking.
- Squint, holding down or closing one eye.
- Complain of headaches or feeling nauseous.
Planned provision in school
- Tactile maps, diagrams and pictures and support in developing skills to use these: Images Central – RNIB Bookshare.
- Specific equipment, for example screensharing, magnifier.
- iPad for viewing interactive whiteboards.
- Reading slope to bring the text closer.
- Modified resources as recommended by the Advisory Teacher Visual Impairment.
- Regular short breaks.
- Accessible resources in an appropriate font size, have clear print with reduced clutter. Presenting information guidance.
- Adapted seating position – check desk height and chair height to support good posture when reading and writing. Positioning guidance.
- Explicitly teach inclusive games for unstructured times. Inclusive playground games ideas.
- Purposefully planned class support by additional adult. Guidance for support staff.
- Pupil voice – provide children and young people support and opportunity to contribute to their reviews and planning meetings.
- Teach and practise self-advocacy skills for example the confidence to speak up if they can’t see the board or activity, highlighting positive role models, opportunities to engage in the VI community.
- For older pupils, advice and guidance from a careers advisor, aware of the needs of children and young people who have a visual impairment, about preparation for adulthood and options available at post-16, work experience and independent living.
Resources for schools
Support services
- Request support from Devon’s Sensory or Physical Needs Team.
- The Transitions Adult Social Care Service (TACS)
If you have concerns about a child’s vision advise parent carers to book an appointment at the GP or opticians.
Further reading and information
- Resources and information from Devon’s Sensory or Physical Needs Team (Visual Impairment)
- Resources to support mental health
- Devon’s preparing for adulthood transitions guide
- Tough talks – Talking to children about vision impairment | RNIB
- Tactile Images and Maps
- Emotional support for children and young people with vision impairment | RNIB
- Talkabout – Book Series | Routledge & CRC Press
- Children and Young People Inspiring Stories | Guide Dogs
Resources to share with parents