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Whole School Approaches

Different eye conditions often need different reasonable adjustments or teaching strategies to enable access to the curriculum .

Each child's eye condition is unique, therefore an individual approach is needed. The SEND-Teaching Support Team Specialist Advisory Teacher of Children and Young People with a Visual Impairment will provide advice on specific strategies as appropriate to the individual child or young person.

For general information on different eye conditions refer to the Definitions and Glossary section.

A child or young person may need a whole school approach in the use of equipment, information technology (computers) - refer to the ICT to Reinforce Learning section.

The Equality Act (2010) has enabled settings (nursery, school, college) to take a whole setting  approach to meeting the access needs of a child or young person who has a visual impairment. This service and the setting will aim to enable your child or young person to become as independent as possible, both academically and socially.

This means that settings need to make reasonable adjustments to ensure that those with a visual impairment are able to access and participate in the curriculum and social activities. There is more information on the Equality Act on the RNIB website:

http://www.rnib.org.uk/information-everyday-living-your-rights/equality-act-2010

The Equality Act expects settings to plan ahead before a child or young person begins to attend the setting.

 

Planning Ahead (Transition)

The SEND - Teaching Support Team Specialist Teacher of Children with Visual Impairment and the Habilitation (Mobility) Officer are available to work alongside the parents, the child or student and setting to arrange appropriate support /equipment/ physical adaptations.

In the year prior to a move to a new setting a transition plan will be written up with the family, setting, the SEND Teaching Support Team and the Habilitation (Mobility) Officer.

 This transition plan may include:

  • Introductory visits for the child or student

  • The Habilitation (Mobility) Officer possibly suggesting and/or offering adaptations to the setting or school environment

  • The Specialist Teacher for Children with a Visual Impairment will offer training to all staff explaining the student's condition, the equipment they may need and advice will be given regarding reasonable adjustments that the student may need.

 

Social and Emotional Wellbeing:

A whole school approach may be needed to maintain the child or young person's self respect, self reliance and self determination. Increasing independence in mobility, personal organisation, study skills and socializing will be encouraged by the SEND Teaching Support Team and the setting, as appropriate to the needs of the child or young person.

Further information:  

https://www.rnib.org.uk/young-people

 

Assessment and Exam Access:

Consideration for various assessment and exam access arrangements may be necessary. Information can be found following the links below:

https://www.gov.uk/government/publications/key-stage-2-tests-modified-test-administration-guidance-mtag

https://www.gov.uk/government/collections/key-stage-2-tests-administer-the-tests

http://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/access-exams-and-tests

 

Other Useful Links:  

www.birmingham.gov.uk/sensory-support