Vision impairment
Reduced or absent vision affecting learning, spatial awareness, and incidental learning—requires accessible materials, assistive tech, and environmental adaptations for full inclusion.
| Short code | Description |
|---|---|
| Collaborative working with other practitioners | Engage with QTVIs, Habilitation Specialists, and SENCOs for expert advice on supporting learners with vision impairment. Use their guidance to develop skills, plan inclusive teaching, and understand specialist equipment, exam adjustments, and strategies like braille or access technology. |
| Getting to know the child as an individual learner | Talk to the child about their eye condition, how it affects their learning, and what helps them succeed. Observe their accuracy in tasks like copying or reading, and avoid assumptions. Discuss their preferred strategies, exam adjustments, and access technology, adapting support as their needs or skills evolve over time. |
| Facilitating an Inclusive World | Recognising the role of educators (including specialist practitioners) and parents/carers as facilitators and advocates for children and young people with vision impairment in education and society. |
| Sensory Development | Working with children and young people to maximise use and development of the senses. |
| Communication | Working with children and young people to develop their social communication skills. |
| Literacy | Working with children and young people to develop literacy skills. |
| Habilitation: Orientation and Mobility | Supporting children and young people to be able to move safely through their world as independently as possible. |
| Habilitation: Independent Living Skills | Supporting children and young people to develop the day-to-day skills they need in order to live as independently a life as possible. |
| Accessing Information | Teaching of methods children and young people can use to access, produce and manage information independently. |
| Technology | Providing training and opportunity for children and young people to use technology with as much independence as possible. |
| Health: Social, Emotional, Mental & Physical Wellbeing | Providing targeted teaching and support to facilitate the development of the mental, emotional, social and physical wellbeing of children and young people. |
| Social, Sports and Leisure | Supporting children and young people to have opportunities to participate in social, sports and leisure |
| Preparing for adulthood | Supporting children and young people to prepare for their lives after compulsory education and make decisions for their future. |