Vision Impairment

'Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), deafness or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation [e.g. mobility and independent living skills]ading support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health.' 
(SEND Code of Practice 2015, p.98.) 

CYP with sensory and/or physical needs may be making progress, however, there is a risk that they may begin to fall behind. 

High-Quality Teaching and Inclusive Provision for meeting  Vision Impairment needs:

• Create an inclusive learning environment by:
  • Providing appropriate resources and adaptations to support inclusive learning (e.g. room layout, lighting, contrast, and accessibility of materials). 
  • Considering wider environmental needs, including safe movement around the setting and during off-site visits. 
• Support access to vision and equipment by:
  • Ensuring CYP wear their prescribed glasses or visual aids where needed 
  • Monitoring that equipment is used consistently and effectively.
• Ensure adults understand vision impairment, for example by:
  • Developing an understanding of how different eye conditions impact learning.
  • Recognising that even with a single diagnosis, needs can be complex and wide-ranging.
  • Being aware that vision impairment can affect learning, independence, and social interaction. 
• Build staff awareness and confidence by:
  • Making use of available training, advice, and resources to improve awareness of how vision impairment affects learning. 
  • Developing confidence in identifying and responding to needs. 
  • Ensuring a consistent approach across all staff when supporting CYP with vision impairment. 
  • Being aware of the role of Virtual School Sensory Support (VSSS) and how it support settings. 
• Understand how and when to make a referral to specialist support through Virtual School Sensory Support (VSSS).
• Seek advice when a CYP:  
  • Is not making expected progress 
  • Is struggling despite existing support 
• Work in partnership with VSSS and other professionals to:  
  • Assess needs 
  • Plan appropriate support 
  • Review progress 
• When planning to meet needs:
  • Consider the needs of CYP with vision impairment within the local community 
  • Plan proactively rather than reacting once difficulties arise 
• Work with VSSS and other agencies to support smooth transitions:
  • Into the setting 
  • Between classes or key stages 
  • On to the next placement or setting 
• Ensure staff are appropriately trained to meet the needs of CYP with visual impairment.  Further information and guidance can be found below:
  • For resources may include eye condition leaflets -  RNIB (e.g. eye condition leaflets)
  • For teaching and learning strategies - VIEW
  • For accessibility guidance for assessment -  NatSIP 
  • Training for staff may include:
    • Training in the use of specialist/adaptive equipment to support access to learning.
    • Training for staff in meeting the needs of a CYP with vision impairment.

CYP with Visual Impairment commonly have: 

• Problems with balance  
• Resistance to visual activities e.g. reading  
• Poor spatial awareness  
• Eccentric viewing (CYP looking in a different direction to that which is expected)  
• Poor/reduced ability (e.g. colour differentiation)
• Unexplained tiredness and headaches  
• Poor hand-eye co-ordination 
• A diagnosed eye condition which impacts on learning and may require specialist training, resources and/or equipment  
• Reduced visual acuity (clarity) and/or field loss in one or both eyes, which affects learning (near and distance vision) 
• Specialised assessments demonstrate below expected level for chronological age or is at risk of falling behind peers   
• VI impacts on mobility and orientation  
• VI impacts on self-help and independence skills  
• Difficulties with establishing and maintaining friendship which can lead to social isolation  
• Supports the interventions from Virtual School Sensory Support and the input required to develop habilitation and independence skills (Section 17 assessment)

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• When identifying need for CYP with vision impairment:
  • Complete this checklist (Identifying Vision Impairment)as soon as concerns are identified. 
  • For new concerns, talk to families about arranging a vision test.
• When planning your learning environment:
  • Ensure shared spaces and corridors are clear and tidy to support safe movement.
  • Audit accessibility regularly (e.g. contrast on steps, clearly defined pathways).
  • Consider room organisation (clear layout, consistent resource placement, accessible labelling, appropriate lighting and non-reflective materials).
  • Check that the CYP is sitting in the most appropriate place.
  • Avoid glare (do not stand or sit with light behind you).
  • Monitor noise levels carefully, as these can impact concentration.
• When planning the whole-setting practice and curriculum:
  • Promote resilience and support social and emotional development through teaching.
  • Ensure the curriculum supports independence and inclusion.
  • Provide staff training to raise awareness and understanding.
• When making adaptations in the learning environment:
  • Identify and apply appropriate differentiation or modifications to teaching, environment, assessments, and recording methods.
  • Adapt homework tasks to maximise accessibility.
  • Include multi-sensory, real-life learning experiences wherever possible.
  • Provide appropriately adapted resources (e.g. enlarged, tactile or simplified materials) to support access.
  • Allow extra time for tasks and be mindful of fatigue.
  • Ensure all written and visual information is accessible (e.g. appropriate print size, clear layout, good contrast, and an uncluttered presentation).
  • Ensure high-quality copies (not blurred or faint) and use non-glossy paper.
  • Provide suitable alternatives for recording work.
  • Verbalise information that is presented visually (e.g. explaining what is written on the board, describing diagrams or demonstrations).
  • Check that the CYP can access and understand materials and tasks, making adjustments as needed.
  • Promote independence by teaching CYP how to locate resources, navigate environments and use adapted materials effectively.

Targeted

• Ensure the CYP has all required materials and assistive technology, organised consistently (e.g. enlarged print, trays, non-slip mats).
• Ensure learning aids and assistive technology are used consistently.
• Raise text position where needed (e.g. a sloping desk or reading stand).
• Provide clear, well-spaced, high-contrast print suited to the CYP's individual needs.
• Give individual copies of all materials (e.g. large print, Braille, IWB content).
• Provide accessible prompts (e.g. vocabulary lists, working walls).
• Adapt task format (e.g. print size/type, paper with darker lines, suitable pens).
• Use pre- and post-teaching to support understanding and consolidation of visually complex concepts.
• Explicitly teach new vocabulary and concepts.
• Replace or support visual cues (e.g. gestures, pointing) with clear verbal descriptions.
• Use real and tactile experiences to support understanding.
• Adapt tasks to maximise accessibility and reduce reliance on handwriting.
• Provide more bespoke alternatives for recording work (e.g. the use of a laptop or tablet with accessibility features, audio recording, mind mapping software, Braille devices, the use of a scribe, speech-to-text software, or practical/oral responses).
• Provide targeted adult support to scaffold access to learning, gradually reducing support to promote independence.
• Provide targeted specialist support for 'learning to access' in line with the CFVI, including the development of skills such as touch-typing, use of screen readers, digital magnification and electronic braillers, and plan opportunities to apply these skills across different subjects, environments and tasks.
• Targeted specialist interventions for 'learning to access', in accordance with the CFVI, may also be offered, e.g. touch-typing, screen readers, digital magnifiers, and electronic braillers.