A vision impairment is a long term, medically defined condition that cannot be corrected with standard glasses or contact lenses; including visual processing difficulties such as CVI (Cerebral or Cortical Vision Impairment). The child or young person’s impairment has an impact on their access to the curriculum and on their ability to be fully involved in learning and social activities.
The NATSIP eligibility framework helps to assess levels of visual impairment and specialist support. The NATSIP framework considers a wide range of contextual factors in addition to the degree of vision impairment.
Degrees of vision impairment
The following are nationally agreed definitions of levels of vision loss. They refer to the corrected vision (with glasses/contact lenses if worn) in the better eye.
Mild loss – slightly reduced distance vision of 6/12-6/18 with good near vision OR a diagnosed visual condition.
Moderate loss – reduced distance vision of 6/18-6/36 and slightly reduced near vision OR moderately reduced distance vision of 6/24-6/36 but poor near vision requiring enlargement of materials.
Severe loss – 6/36-6/60. The young person may have some, but not necessarily all, of the following in addition to the above; difficulty accessing large amounts of text so that modified materials are require; safety issues with regard to PE, practical science, technology; require mobility and independence and daily life skills training.
Profound loss – 6/60 or worse. The young person is educationally blind, they may use braille to access the curriculum. The young person may have some, but not necessarily all, of the following in addition to all of the above; unable to handwrite; need to use mobility aids and training to move around safely; use Braille or audio to access text.
If a child or young person’s rate of progress is slower than others, this does not necessarily mean that they have SEN or that it is definitely related to their vision impairment. Individuals learn and progress at different rates and times. However, if progress is much slower than previously or appears to cease, then this should be immediately investigated and supported through an ‘assess, plan, do, review’ process.