| Description of Student |
- A diagnosis of a recognisable ophthalmic condition which has the potential to affect the student’s learning process.
- Some difficulties with visual tracking.
- Some difficulties maintaining attention for longer periods of time.
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| The types of intervention and support |
- All teachers are teachers of children with special educational needs (COP 5:2)
- Whole school awareness and understanding of how to support students with a Visual Impairment.
- The student’s eye sight will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
- Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
- Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
- Staff are skilled in adjusting the pace and order of activities throughout the lesson, to support the individual.
- May require some additional support from Learning Support Assistants in lessons.
- May require scheduled meetings, visits and observations from the Visual Impairment Team.
- May benefit from focused/small group intervention from Aspire.
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| The learning environment |
- Sensitively placed when working in groups.
- Staff to consider individual seating arrangements – seat near the front of the classroom.
- Teachers to use strategies which decrease visual stress e.g tinted backgrounds and larger font.
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| Partnership with parents, carers and other agencies |
- Involvement from the Visual Impairment Team.
- Review meetings with the young person, parents and external agencies (as appropriate).
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| Progress indicators |
- The student is able to access curriculum content.
- The student is making expected levels of progress, which is in line with their peers.
- The student is fully integrated in lessons.
- The student can safely access all areas around the school site.
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