Classroom strategies (BVI)

The class teacher and Special Educational Needs Co-ordinator (SENCo) need the following information so that a working environment for a vision impaired pupil can be planned:

• Distance and near vision wearing glasses if prescribed and how it can be improved with low vision aids
• 'Working distances' for other activities e.g. practical work
• Vision condition and prognosis
• Is there a field defect?
• Is there a preferred dominant eye?
• Are there restrictions on physical activities such as diving or heading a ball?
• Does the child need regular medication, e.g. eye drops for glaucoma?
• Is there a colour vision problem?
• Have glasses been prescribed and when should they be used?
• What low vision aids are to be used?
• What lighting levels are best for the vision condition?
• What size and contrast of print is best?

From Spotlight on Special Educational Needs: visual impairment, second edition, Heather L Mason, a NASEN Publication.

Each child will have individual needs and the following points should be considered:

The Working Environment

• Lighting
• Seating arrangements
• The classroom layout
• Visual displays

Teaching and Learning Aids

• Writing materials
• Printed materials
• Note taking
• Low vision aids
• ICT equipment

Specialist Curriculum Areas

• Word processing skills
• Listening skills
• Braille
• Habilitation and mobility

Visual Skills - Daily Living and Self-Help Skills

• Eating
• Personal grooming
• Relationships with people including the opposite sex and sex education
• Independent living skills
• Assertiveness and self-advocacy

Key documents