Inclusion Mainstreaming Low Vision Training

Educational Initiatives SEN and Disability Act Primary and Secondary National Strategies Excellence and Enjoyment

Common Characteristics of Current Initiatives Quality First Teaching : Whole Class Planning is essential to the progress of all pupils Graduated response to the identification of and provision for individual needs for pupils who, for whatever reason are not making progress. Access to a range of effective group and individual interventions for pupils who, in order to make good educational progress, require something more than the school’s core offer.

Quality First Teaching: Vision Friendly Schools School understands the role of the VI Service and procedures for accessing support School and Service work collaboratively School committed to developing capacity to meet the needs of learners with low vision. Needs of pupils with VI are considered in whole school bids and initiatives Reasonable environmental adjustments made throughout the school

Quality First Teaching: Vision Friendly Schools –Pupil need and views taken into account as an integral part of curriculum planning. –Teaching styles are adapted to include descriptions of and opportunities for additional experiences to supplement visually mediated information –Texts are available in appropriate alternative formats in a timely manner –The learning environment is designed and maintained to be accessible to learners with low vision.

Additional Needs of Low Vision Learners Focus on Use of Vision: Time Limited Interventions School Action : What Works? 1. Activities to promote visual perception Visual Discrimination Visual Figure Ground Discrimination Visual Memory Visual Closure Visual Spatial Relations Visual Motor Co – ordination Mobility and Orientation

Additional Needs of Low Vision Learners Focus on Use of Vision: Time Limited Interventions 2. Optical Functioning Visual Awareness Visual Attention Visual Fixation a) eccentric viewing b) peripheral vision Visual Focus Visual Fusion Visual Tracking Visual Scanning

Additional Needs of Low Vision Learners Focus on Use of Vision: Ongoing Interventions Managing visual impairment: for the individual Use of low vision devices Use of non optical aids Use of ICT and other specialist equipment Personal and Social Development Orientation and Mobility Concept Development Communication skills – oral and written

Inclusive Provision Management Mapping provision to meet needs relating to low vision Quality First Teaching Wave One Personalisation School Action Wave Two Personalisation School Action Plus Wave Three Individualisation Class teacher’s planning takes account of individual pupil need and ensures Optimum learning conditions prevail Teaching style adapts to accommodate pupil’s learning style Additional experiences are provided to supplement visually mediated information Texts and diagrams are available in a timely manner in appropriate formats 1. Five a day group activities to promote perceptual functioning 2. Five a day group activities to promote Optical Functioning 3. Group activities to promote independence 4. Group activities to promote personal and social development Discrete programmes unique to the individual Use of low vision devices Use of non optical aids Use of ICT and other specialist equipment Personal and Social Development Orientation and Mobility Concept Development Communication skills – oral and written

Mainstreaming Low Vision Training The Way Forward Start with the vision friendly schools document. Work together to identify and agree strategies that promote all aspects of the use of vision Identify which strategies can be adequately supported by non specialists – with insight. Produce teaching materials and teacher guidance. Pilot the strategies and build up a menu of interventions that have been shown to work.