Vision impairment (VI) describes a loss of sight that cannot be corrected by glasses or medical treatment to a 'normal' level. VI refers to a range of difficulties from minor impairment through to blindness and can affect one or both eyes.

VI is very individual. Use of vision may vary depending on environmental factors, whether the eye condition is stable or progressive and even the amount of experience that an individual has had with using vision.

Some children are born with vision impairment (congenital); others lose their sight, partially or completely, because of an illness or accident. In some instances, vision impairment is one aspect of a multiple disability.

Pupils with VI cover the whole ability range.

Moderate vision impairment

Deterioration in academic performance that is due to visual behaviours include:

• Deteriorating handwriting
• Slowness in copying from the board
• Increasingly asking for written instructions to be given verbally
• Child or young person moving text closer to eyes or squinting

Moderate to severe vision impairment

• Problems accessing work from the board or print
• Problems identifying peers in the playground
• Becoming tired towards the end of the school day – this may be due to increased demands of concentrating on visual elements of learning
• Issues with self-esteem, emotional well-being and social interaction

Severe to profound vision impairment

In addition to the difficulties described for children or young people with mild to severe, the child or young person may:

• Have trouble accessing open areas – they may also be more prone to tripping over or having accidents whilst navigating the school/setting site
• Need access to print through Braille and may not be able to benefit from usual approaches to learning to read
• Have a severe impact on a learner’s ability to function independently in the school environment
• Need a high level of adult support in order to access the curriculum
• Need a high level of teaching of Braille outside the classroom environment and texts/diagrams produced in a tactile format
• Take longer to complete tasks, often in a different medium
• Need help with social interactions with their peers and help to fully develop an understanding of others
• Find it difficult to maintain positive self-esteem and social confidence.

There are lots of ways you can try and support a child or young person struggling with a vision impairment.

Strategies

Some of these strategies include:

• Working with professionals to share advice about how best to access the learning environment. For example, through the use of Information and Computer Technology (ICT), alternative visual resources or pre-learning.
• Ensuring lighting is in a position to support their vision
• Providing uncluttered space and plain backgrounds
• Modifying and/or enlarging print resources
• Reading aloud as you write on the whiteboard
• Using talking books or those with Braille if the child or young person is a Braille reader
• Using reading apps
• Creating a folder of frequently used resources that the child or young person can access during lessons
• Taking account of mobility needs such as accessing mobility/cane training
• Encourage use of low vision aids
• Using talking equipment for life skills/curriculum activities
• Providing access to quieter learning environments
• Allowing additional time so that the student can scan materials and assimilate visual information
  
  

Further support

Accessing reading material

• RNIB Bookshare
• Dolphin EasyReader App
• CustomEyes books
• Calibre Audio

Vision charities

• RNIB
• The Partially Sighted Society
• Look UK
• Thomas Pocklington Trust
• Guide Dogs for the Blind

Who are the Specialist Vision Impairment Team?

Part of the iSEND Service, the Vision Impairment (VI) Team consists of Specialist Teachers and Specialist Assistants dedicated to fostering the educational growth and personal development of children and young people (CYP) with vision impairment (VI). The Team offers primarily an advisory service and work term time only.

What does the iSEND Vision Impairment Team do?

According to need, the team will:

• conduct assessments, offer support and provide direct instruction to visually impaired students
• offer guidance to educational staff to ensure that CYP with VI have equitable curriculum access
• work with other service providers to ensure CYP have access to mobility and independent living skills training
• collaborate with parents/carers and provide advice and guidance regarding the provision of specialised support, interventions and accommodations for CYP with VI.

Who do the Specialist Teacher Vision Impairment Team support?

The VI Team work with CYP with or without an Education, Health and Care Plan (EHCP) from birth up to the age of 25 if they are still in full time education who have a diagnosed vision impairment.

How are babies, children and young people referred to the Team?

Referrals are typically received from health professionals following a formal diagnosis or from schools and settings seeking support or advice from specialist staff. Parents/carers and other professionals may also make a referral. Referrals should be sent by email to sts@buckinghamshire.gov.uk and must include evidence of vision impairment.

How do the VI Team support the family?

The VI Team may support the family by: 

• providing explanations of the eye condition and implications thereof on home and school life
• offering advice ahead of transitions, for example, to pre-school, school, college or university
• helping the family to contact and access other supportive agencies
• supporting the child or young person and their family at multi-disciplinary meetings
• assisting with access to specialist equipment as or when appropriate
• providing access to Braille teaching as appropriate
• encouraging the child or young person’s participation in a range of leisure and out of school activities

How do the VI Team support schools/settings?

The VI Team may support the school or setting by: 

• explaining the nature of the vision impairment and the implications for education
• providing a range of informal and formal training opportunities to share best practice
• providing specialist advice on accessibility and health and safety issues
• supporting teaching sessions either in class or in a one-to-one situation
• completing environmental advice in collaboration with a Habilitation Specialist to ensure the safety and well-being of pupils and promote independence
• advising on appropriate modification techniques to ensure equitable and inclusive access to the curriculum
• advising on appropriate access arrangements for internal and external examinations
• providing advice for High Needs Block Funding (HNBF) requests and/or as part of the needs assessment process for Education, Health and Care Plans (EHCPs)
• contributing to annual reviews of a CYP’s EHCP
• advising on target setting for the CYP (at SEN Support or EHCP level)
• providing direct teaching to Braille users and training school staff to be able to meet the needs of Braille users
• providing advice to ensure that CYP with VI make a successful transition
• advising on post-16 options including college courses and apprenticeships

Contact the VI Team:

Email: sts@buckinghamshire.gov.uk 

Phone: 01494 475199

Contact the iSEND Support Line:

Phone: 01296 382135

Buckinghamshire Integrated Sensory Service (BISS)

Buckinghamshire Council works in partnership with BucksVision to offer an integrated service to children, young people, and adults in Buckinghamshire with hearing, sight, or dual sensory loss. This service is called Buckinghamshire Integrated Sensory Service (BISS).

Services offered include:

• registration of sight loss
• support to develop daily living skills
• equipment allocation, demonstration, or advice to assist with daily living
• mobility training and support to children and young people in school to encourage safe mobilisation and participation in all activities.
• advice and information on sight loss 
• support to assist you in accessing activities within your local community
• referral or signposting to other appropriate services

Within the Curriculum Framework for Children and Young People with Vision Impairment (CFVI), two of the eleven areas of learning are for Habilitation.

Area 5 is Habilitation: Orientation and Mobility

Supporting children and young people to be able to move safely through their world as independently as possible.

Area 6 is Habilitation: Independent Living Skills

Supporting children and young people to develop the day-to-day skills they need to live as independent a life as possible.

Find out more on these areas on the RNIB Curriculum Framework for Children and Young People with Vision Impairment website.

 

Aimed at practitioners the Local Area Position Statement for Visual Processing Difficulties is designed to improve the consistency of approach amongst professionals and reduce uncertainty for families.