Area 1: Facilitating an Inclusive World
At the heart of this area is a social model of support, with a focus on inclusion and inclusive or universal practice, ensuring physical and social environments are accessible for children and young people with vision impairment. School cultures are welcoming of difference and diversity, universal design as the norm is the aspiration, with appropriate adjustments and support put in place to enable access. Particular attention may be needed as young people transition between different settings. Beyond education, this Area recognises the importance of working towards a more inclusive society, allowing children and young people with vision impairment to live as independently as possible.
For more information regarding this element of the framework, please download the Curriculum Framework for Children and Young People with Vision Impairment (CFVI) and accompanying guidance.
Examples of targeted intervention approaches:
- Identification, recognition, and understanding of the specific and holistic needs and rights of a child and young person.
- Creation of accessible physical environments, including classroom space and general school environment (e.g. accessible signage and information, keeping corridors and classrooms clear of trip hazards).
- Creation of accessible social environments (peers).
- Knowledgeable and empowered family around the child and young person.
- Knowledgeable and empowered educators around the child.
- Supporting transitions as the child/young person moves between settings.
- Creation of accessible social environments (community, work and lifelong education).
- Availability of accessible and appropriate learning materials, as directed by specialist professionals.
- Availability of accessible and appropriate learning tools, such as appropriate assistive technology, tablet computers and computers.
- Accessible infrastructures (e.g. networks, libraries, internet spaces, virtual learning environments, transport).
- Availability of accessible information for independence in adulthood (e.g. from private and public services).
Use of resources in practice
When using resources signposted via or downloaded from RNIB Bookshare, consideration should be given to any health and safety risks that might be involved and it is the responsibility of the user of these resources to undertake an appropriate risk assessment where applicable. RNIB assumes no responsibility or liability to the extent permitted by law for any injury, loss or damage incurred as a result of any use or reliance upon the information and material contained within or downloaded from RNIB Bookshare.
Resources
Knowledge and Empowerment for family and educators
Information resources on vision impairment and eye conditions
- RNIB: Information guide for parents on vision impairment (External) A series of information resources on vision impairment for parents and carers of CYPVI. Includes information on: what vision impairment is; how this will affect you and your child; where to go for further support and information. Parents.
- RNIB - Information for parents of children with vision impairment (External). A series of resources including practical advice, ideas and contacts for parents and families of children with vision impairment.
- Guide Dogs: Early diagnosis (External) This guide has been put together to help parents of children newly diagnosed with VI, to understand the process of diagnosis, the emotions they might be feeling and to direct them to services and sources of information. Parents.
Look Parent Support Group (External). Look run a free, fortnightly peer-led Parent Support Group which provides a safe place to meet other parents and talk about the issues their children face and share solutions.
National Organization for Albinism and Hypopigmentation (External) US organisation with information and resources that may be of particular interest to families of children with Albinism, as well as to professionals.
- Nystagmus Network: Nystagmus Booklet for Teachers (External). This booklet by the Nystagmus Network focuses on what nystagmus is and how it affects a child's vision and access to the curriculum. It also contains practical advice for teachers to enable them to help children reach potential in the school environment.
- RNIB: Aiming High for Children with Low Vision (External) Article which explains the importance of low vision assessments, what they are and how they are important to supporting the child's independence and emotional well being. Published 2015.
- An Introduction to cerebral visual impairment; Professor Gordon Dutton (External). This webinar explores what is vision?; How does the brain see?; What is it that limits vision if the brain is damaged?; and Why is it essential to make sure that everything that is presented can be perceived and understood? Published 2015.
- RNIB: Cerebral Visual Impairment (External). In this article, Janet Harwood describes the impact of Cerebral Visual Impairment (CVI). The article includes what CVI is, its common features, who is at risk and assessment of CVI.
- CVI Scotland (External). Includes information on how to understand, assess and support those with CVI.
- CVI Scotland (External). A video resource that simulates the experience of CVI.
- RNIB: Cerebral Visual Impairment: A brain Based Visual Condition (External). Webinar presented by Dr Amanda Lueck which provides an overview of cerebral visual impairment and the challenges that parents and professionals face. Published 2016.
- National Institute for the Blind, Visually Impaired and Deafblind in Iceland: Teach CVI net (External) Partnership that aims to create collaborative tools for teachers and health care professionals. It is meant to build a bridge between teachers/educators and health care professionals so they can work together to benefit the target group: children with Cerebral Visual Impairment (CVI).
- Start Seeing CVI - Learn about CVI (External) This is a blog page with links to resources about CVI.
- RNIB: Understanding your Learner's Vision Impairment (External). Article which gives advice on understanding what a learner can see, the practical implications of their vision impairment and identification of teaching approaches that meet their needs. Published 2015.
Identification, recognition, and understanding of the specific and holistic needs and rights of a child and young person
- Perkins School for the Blind (External) A template for undertaking Functional Vision Assessment (FVA). Please note that part of this template uses headings from the American Expanded Core Curriculum (EEC) rather than the UK CFVI.
- CVI Scotland (External) A guide to the assessment of those with CVI entitled: “Functional Vision Assessment and Beyond: An Overview of Key Steps for Teachers in the Educational Assessment of Students With CVI.”
Downloadable resources
Bi-borough Inclusion Service (Royal Borough of Kensington and Chelsea) CFVI checklist. Covers the 11 areas of the framework. It is designed to identify current and future actions of specialist staff and captures the viewpoints of children and young people regarding what they feel their areas of development might be. Whilst it covers all areas, the overall aim of the document is identify what is needed to ensure inclusion.
- Bi-borough Inclusion Service (Royal Borough of Kensington and Chelsea) CFVI Access Plan template. Plan includes an area in which to record outcomes related to the CFVI and any EHCP outcomes. Completed, it would form key advice regarding inclusion.
Legislation, Rights and Supporting Information
England
- Thomas Pocklington Trust: Children's Rights Information for Parents (Knowledgeable and empowered family around the child) (External) Webinar hosted by Thomas Pocklington Trust (TPT) and Council for Disabled Children (CDC) for professionals and families discussing learners' rights in school. Applies to England only.
- Guide Dogs: Self-advocacy for young people with a vision impairment (External) A guide on how to self-advocate for young people and for parents to share with a younger child, to give them tips for when you’re not around.
- NATSIP: A series of documents relating to The Equality Act 2010 (External). This suite of documents explore the implications for those with sensory impairment in education.
- NATSIP: The Mental Capacity Act 2005 (External). This suite of documents collected by NatSIP relate to the Mental Capacity Act 2005 and the implications for people with Sensory Impairment in education.
- NATSIP: Briefing note on the impact of the Mental Capacity Act 2005 and the Children and Families Act 2014 (External). This discusses the impact of these two Acts on professionals dealing with young people with sensory impairment and/or special educational needs.
- NATSIP: A checklist for aligning service provision to legislation (External). This 2017 checklist allows SEND services to check their provision aligns with key duties in legislation/ government guidance.
- NATSIP: EHC plan Assessment Framework - Better assessment, better plans, better outcomes (External) This 2016 resource has been produced to support practitioners in carrying out assessments for Education, Health and Care Plans.
- NATSIP: Applying the assess-plan-do-review cycle (External). This 2015 document explores the graduated response to meeting the needs of learners.
- NATSIP: Writing more effective EHC plans (External). This 2016 document is to help ensure each section of the EHC plans contains the information mandated by the SEND COP 2015.
- NATSIP: A checklist for writing more effective EHC plans (External). This checklist is designed to be used with the guidance from NATSIP on Writing more Effective EHC plans.
- NATSIP: Model EHC Plans (External) A series of model EHC Plans (2017) representing children of different ages.
- NATSIP: Parents' Briefing Note, contributing to an EHC Plan (External). A 2016 document exploring how parents can contribute to an EHC plan.
- NATSIP: Creating Confidence in Local Services (External) Guidance (2014) to support the development of the Local Offer for children and young people with sensory impairment.
- NATSIP: Including Sensory Services in the Local Offer (External). This 2014 document aims to ensure that local authority / Clinical Commissioning Group officers understand the importance of maintaining specialist services for children and young people (CYP) with sensory impairment (SI). It sets out the key information on services for CYP with SI and their parent/carers.
- NATSIP: Finding the Right Support - information for parents (External) Guide (2015) for parents on how to find information via the Local Offer document.
- NATSIP: Personal Budget Guidance (External). Primarily aimed at commissioners (2015).
Northern Ireland
- Department of Education, Northern Ireland: SEN Legislation for Northern Ireland (External) The site includes all legislation relating to SEN and disability, including a link to Special Educational Needs and Disability Act (Northern Ireland) 2016 (External)
- Northern Ireland Direct Government Services: Learning Your Rights (External) An overview of the rights of children and young people with SEND under Northern Irish Legislation.
- Department of Education, Northern Ireland: Consultation and DRAFT Special Education Needs (SEN) Code of Practice (External) Details of consultation of draft SEN Code of Practice (COP) in Northern Ireland and copy of draft COP.
Scotland
- Scottish Government/Riaghaltas na h-Alba: Education (Additional Support for Learning) (Scotland) Act 2009 (External) Link to Education (Additional Support for Learning) (Scotland) Act 2009.
- Scottish Government/Riaghaltas na h-Alba: Additional Support for Learning Statutory Guidance 2017 (External)
Statutory guidance to the amended Education (Additional Support for Learning) (Scotland) Act 2004. Published 2017.
Wales
- Llywodraeth Cymru/Welsh Government: The Additional Learning Needs and Educational Tribunal (Wales) Act 2018 (External) This link is to a suite of documents. Alongside the Act there are practitioner, parental, children and young people’s guides and factsheets relating to its implementation.
- Llywodraeth Cymru/Welsh Government: The Additional Learning Needs Code for Wales 2021 (External) Statutory guidance for meeting the additional learning needs of children and young people in Wales
Developing and informing practice: schools, services, clinicians
- NATSIP: Best Practice Guidance for Sensory Impairment in Special Schools (External). Developed in 2016 by teachers from Kent's special schools for profound, severe and complex needs in conjunction with Kent's Sensory Service. It includes: a checklist for self-evaluation of practice - supports classroom observations, mentoring and the identification of training needs.
- NATSIP: Effective support for pupils with VI in secondary schools (External). Guidance is for all members of staff who work with pupils with VI focus on: effective support that engages, include and encourage independent learning.
- NATSIP: A Place to Start - Top 10 tips (External). Tips to support colleagues who are new to working with a pupil with sensory impairment providing a quick introductory guide to useful resources. Updated 2021.
- NATSIP: A Place to Start - working with a child or young person with sensory impairment (External). A training pack to improve the confidence and basic skills of mainstream or special school staff who are working with children and young people with a sensory impairment.
- NATSIP: Teaching Assistants (TA) Guidance - Raising the achievement/effective working with TAs in schools. The 2016 guide is intended to support schools to ensure there is effective support from teaching assistants. It includes job descriptions.
- NATSIP: Quality Standards for Sensory Services in England (External) The standards (2016) focus on areas in which inspectors relating to the quality of arrangements for supporting children and young people with SEND.
- NATSIP: Quality Improvement Support Pack (External). This document is intended to support services in reviewing and improving the quality of their provision for children with sensory impairments by providing a framework for self-evaluation.
- NATSIP: Guidance for eye health professionals writing reports for non-specialist audiences (External). This 2016 guidance supports eye health professionals to write informative reports for others that provide a clear and thorough understanding of the needs of a child or young person with vision impairment.
- RNIB: Focus on Foundation (External). Practical ideas for the successful inclusion of children with sight loss in early years settings including reception classes. It describes how a child with a vision impairment can take a full part in play and learning alongside children who are fully sighted.
RNIB: How Habilitation Specialists can Help you Develop Children (External). Article by Fiona Broadley, who explains the role of the habilitation specialist in supporting children's independence. Published 2015.
Accessible and appropriate learning materials and tools
Accessible information
- RNIB: National Curriculum Resources (External) RNIB landing page for a range of accessible resources, including video on accessible learning.
- NATSIP: The Provision of Equipment and Technology (External) This briefing outlines funding arrangements for equipment and technology in the context of the SEN Code of Practice (2014)/ Equality Act 2010
- Perkins School for the Blind: 7 Steps to Creating an accessible PowerPoint Slide Show (External). US content. Guide to creating an accessible PowerPoint slide show for learners with vision impairments. This is shared on the technology pages of the Perkins eLearning website.
- RNIB: A Quick Way to Modify Learning resources (External). Converting PDF files to Word to enable appropriate adjustments to be made for a child requiring adapted print. Published 2015.
CALL Scotland Creating Accessible formats (External) A YouTube playlist explaining how to create an accessible Word document and export it to a range of formats such as ePub, Large Print, PDF and more.
CALL Scotland Creating Accessible Documents Online Learning Module (External). An interactive online step by step guide on how to create an accessible Word document and convert it to different formats.
- Perkins E-Learning: Creating Alt-text for Images and Objects: Windows (External) On the Perkins eLearning technology pages, a short introduction to including Alt-text to enable a learner with vision impairment access images, with a link to a more detailed description of how to do this on Microsoft's website. Published 2016.
- RNIB: Making Tactile Graphs and Diagrams (External). RNIB share a time-saving method of creating tactile diagrams. The article includes: choosing and preparing the diagram, producing your tactile image, and teaching the student to access a tactile graphic. Published 2015.
Thomas Pocklington Trust: Making college accessible (External) Resources to help colleges embed accessibility: advising on how to make software, systems and processes more accessible. The guidance is aimed at college staff. Some actions require the support of college leadership, while others can be adopted by any member of staff into their working practices.
Exams and Tests
- Well Prepared! Making exam papers work for learners with sight problems (2nd edition). This document assists teachers and support staff who produce curriculum and assessment materials for learners with a visual impairment and who apply for access arrangements for exams.
- RNIB: Access to exams and tests (External). Offers some key points to consider when entering a blind or partially sighted learner for external exams, plus a short film with staff and pupils of Tapton School in Sheffield to explain how access arrangements for GCSE exams work.
- JCQ: access arrangements and reasonable adjustments (External). Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval.
- GOV UK: Key Stage 1 Access Arrangements Guidance (External) Annual description of the legal adjustments that can be made to support pupils. Some pupils with specific needs may need additional arrangements so they can take part in key stage 1 tests.
- GOV UK: Key stage 2 tests: access arrangements (External). Guidance for schools about access arrangements available for pupils participating in 2022 key stage 2 national curriculum tests (commonly called SATs).
- NATSIP: Examination Access updated September 2020 (External).This guide to help teachers understand the key principles underpinning reasonable adjustments for public examinations and main access arrangements.
- CALL Scotland Adapted Digital Assessments (External). Focuses on the use of technology in Assessment and Access Arrangements. Access Arrangements in Scotland are the primary focus, but the site also includes some more general information, for example technology guidance applicable to the whole UK.
Downloadable resources
Exams and Tests
- RNIB Exam access arrangements: checklist for pupils with vision impairments. This template is a checklist on which exams’ access arrangements for a pupil can be recorded.
Accessible Information
- CALL Scotland Books for All (External). Downloadable textbooks in alternative formats to support the Scottish Curriculum. There are also some early years and teenage personal readers, available from the “Book Awards” section of the site, that are applicable to the whole of the UK.
Accessible physical environments
- RNIB: Access to Education (External). Guide looking at ways in which professionals can help reduce barriers to learning by understanding the individual needs of learners with vision impairment, providing accessible resources, enhancing communication skills, and making adjustments to the physical and sensory environment.
- Teaching Students with Visual Impairment: Classroom Design Tips (External). This US website with a range of resources on teaching students with VI, provides some useful Classroom Design Tips, with further links to other resources for facilitating access and inclusion.
- RNIB: Lighting Considerations (Creation of an accessible physical environment) (External) General advice on the importance of lighting for creating an accessible physical environment for learners with VI. Aimed at non-specialists as well as useful for VI specialists.
- Thomas Pocklington Trust: Lighting in and around the home: A guide to better lighting for people with visual impairment (External). A Lighting Guide, endorsed by the Institution of Lighting Professionals, designed to provide practical tools and information to assist people with VI and their families to improve lighting in their homes.
- Dr Lilli Nielsen: Active Learning Space (External). Active Learning is not just a piece of equipment, such as a 'Little Room' or a HOPSA dress, but rather it refers to a total approach, for instructing individuals with severe multiple disabilities. It contains an assessment, a curriculum, specifically-designed equipment, and instructional strategies that support learners to be active participants in their surroundings.
- Scottish Sensory Centre: Ideas to Assist Visual Difficulties due to Brain Damage (External). Document written by Dr Andrew Blaikie with suggested strategies for people with cerebral visual impairment (CVI) in various environments: indoors, outdoors, home, school, work etc. Published 2010.
- RNIB: Inclusive Playground Games all Children can Enjoy (External). RNIB offers practical tips on ensuring the playground is accessible to all children. The article includes information on toys and activities, getting the space right and making sure the space is safe for the child to run around. Published 2016.
Accessible social environments
- RNIB: Improve the Experience of School Lunch (External). Article discusses how to improve the experience of lunch for a child with vision impairment. The article covers: accessing the menu, what is on the child's plate, from support to independence and 5 ways to make lunch pleasant. Published 2015.
- RNIB: Tips to Welcome a Partially Sighted Child into the Classroom (External). RNIB offers practical tips for welcoming a child into your classroom. Published 2016.
- RNIB: How to Make Sure Learners With Vision Impairment are Socially Included (External). Article on making sure learners with vision impairment are socially included. This article focuses on learners with additional needs and gives tips and suggested resources to use.