SEND Guidance for Schools

This guide is from the Southend-on-Sea Vision and Hearing Support Service. Details of the team can be found here.

Needs and expectations of a student with a vision impairment

It is essential that a student with a vision impairment:

• be made welcome
• is given the chance to form social relationships within the school and wider community
• be challenged to take risks that enable growth
• be made aware of personal strengths, talents learning styles and interests
• have opportunities for experiential and incidental learning
• be included in discussions
• have opportunities to develop goals, dreams and aspirations
• feel safe and comfortable at school
• work with individuals who understand the educational implications of vision loss
• have appropriate learning resources and technology made available
• be provided with appropriate materials and adaptive equipment to maximize learning
• be provided with daily opportunities to experience success
• develop positive self-esteem
• have the same rights and responsibilities as other students
• be expected to behave appropriately
• communicate effectively
• become independent and resourceful
• plan early for meaningful careers
• become self-advocates

Handy hints

• identify yourself by name in case the student does not recognise your voice
• verbalise when you are entering or leaving the person's presence
• speak clearly to the student. You do not need to raise your voice
• talk directly to the student - not through a companion. Try to avoid talking from behind the student
• use students' names when you speak to them. This will help the student with a vision impairment interpret situations. Encourage other students to use names too
• if needed, remind the student to keep his/her head up
• remind the student to face the person with whom he/she is talking
• ask the student if assistance is required. Do not underestimate students' abilities to do things for themselves. Do not presume help is needed or that it will be readily requested
• relax. Don't be embarrassed if you use common expressions that seem to relate to a person's disability. Such as "See you later" or "Did you watch TV last night?". These rarely cause offence
• a student with a vision impairment relies on sound so background noise should be kept to a minimum
• plan lessons in advance, including differentiation
• find ways to adapt each activity so the student with a vision impairment can participate; don't ask if it can be done, ask how we can do it
• think about attributes other than colour when describing or referring to objects. Talk about shape, weight, texture, size, use location, quantity
• give resources at least 2 weeks in advance (don't assume something cannot be produced in Braille)
• carry out risk assessments and accessibility checks in advance
• ensure adapted equipment is available
• give the student plenty of time. Tasks of independent living can take longer and require more care
• tell the student to `look with two hands` or `use both hands` when examining something. A touch with one hand or a few fingers gives almost no information
• hands-on opportunities and verbal descriptions will make experiences more meaningful
• with objects that ordinarily would not be handled, let the student tactually examine it, if possible, before or after the activity

Tips for sighted guides

• if the student needs guiding, touch the back of your hand to the back of the student's hand (announce that you are going to do this first). This gives the student an idea of where your arm is located
• ask, "where do you need to go?"
• do not leave the student in the middle of an open area. Guide him or her to the final destination before letting go. Tell the student you are leaving
• act as the student's eyes. He or she is counting on you to give information about the environment. Announce obstacles, such as curb, stairs, or other danger points, before getting to them
• check over your shoulder on the side that the student is walking on. Be aware of potential obstructions and other danger points