- Strategies for all staff (including supply) to include adjustments to ensure teaching is accessible and inclusive for all children and young people with a vision impairment.
- Support provided should there be a need to adjust timetable to allow for habilitation sessions as directed by the Qualified Teacher of the Vision Impaired (QTVI) (mobility / touch typing / life skills).
- Named adults in school that can support with equipment management/work task changes e.g., enlarged print, RNIB book-share, laptops and iPads.
- All staff working with visually impaired pupils liaise with QTVI for advice / training / support with specialist equipment.
- Training for visual impairment strategies.
- Pupil Profile from SISS to be considered in all planning and preparations.
- Intervention Plans in place for direct teaching as required to develop vision specific skills e.g. use of a low vision aid / touch typing.
- Ensure access arrangements are in place for all assessments.
- Opportunities for parents to meet with key staff to discuss concerns and the outcome to include an action plan.
- Extra support / intervention may be needed for specific skills: maths; handwriting; PE; laying out work.
- Consider exam access arrangements in line with JCQ (Joint Council for Qualifications) regulations. For example, additional time / modified examination papers).
- Support during unstructured times e.g. break times should be provided where needed or where activities are specifically related to vision.
- Risk assessments should be undertaken and in place for practical activities and off-site visits.
- Social skills group to support access and self-esteem.
- Consult young person’s profile written with up-to-date strategies.
- Named adults in school that can support with equipment management/work task changes e.g., enlarged print, RNIB book-share, laptops and iPads
- Teachers consider and implement advice in all aspects of learning.
- Ensure the emotional wellbeing of the young person is at the forefront of all curriculum planning and delivery.
- Use adapted resources and equipment – sloping reading / writing boards, book stands, magnifiers, specific ICT / specialist resource equipment.
- Prepare enlarged reading materials (to point advised), font style, line spacing and colour of paper (as advised).
- Consider alternative use of ICT such iPad connected to whiteboard, reading apps.
- Repeated demonstrations as required.
- Supervise safe use of tools and safe practice in practical lessons.
- Provide alternative writing implements such as black felt tip pen, 4B pencil as per each unique individual.
- Complete daily checks that prescription glasses are being worn when necessary and kept clean (not all vision impaired young people may need to wear glasses).
- Provide additional time for the completion of work. It takes longer for a young person with visual impairment to complete work than for fully sighted peers.
- Include Teaching Assistants in the support of pre-tutoring through preparing pupils for lessons for example explaining concepts that rely on vision / colour vision for understanding.
- 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.