It can be argued that vision is our most powerful sense. It provides instant access to information and helps us to understand the world around us. As 90% of learning is achieved through vision, a visual impairment has a significant impact on achievement.
A visual impairment occurs when the eye or eyes are unable to fully transmit a visual message to and from the visual cortex of the brain. A visual Impairment can be attributed to difficulties within the eye structure, eye movement, optic nerve or even the visual cortex of the brain. Therefore not all visual impairments are the same, although the umbrella term “visual impairment” may be used to describe generally the consequence of an eye condition or disorder.
As there are many different causes of visual impairment, the degree of impairment a child experiences can range from mild to severe (up to, and including, blindness). The degree of impairment will depend on:
The particular eye condition a child has;
What aspect of the visual system is affected (e.g. ability to detect light, shape, or colour; ability to see things at a distance, up close, or peripherally); and
How much correction is possible through glasses, contacts, medicine, or surgery.
The term “blindness” does not necessarily mean that a child cannot see anything at all. A child who is considered educationally blind may very well be able to see light, shapes, colours, and objects (albeit indistinctly). Having such residual vision can be a valuable asset for the child in learning, movement, and life
A pupil with a visual impairment will be able to do virtually all the activities and tasks that sighted pupil takes for granted, however a pupil with a visual impairment will need to learn to do them in a different way or using different tools or materials. Central to their learning will be touching, listening, smelling, tasting, moving, and using whatever vision they have.
Children with visual impairments may lack the easy access to visual learning that sighted children have but with the correct adaptations to the curriculum they can achieve their full potential, just the same as a sighted pupil.
Access to a qualified teacher of the visually impaired (QTVI), through Inclusion Solutions, can ensure all school staff understand how a pupils learning is effected by the visual impairment and how they, the class teacher, teaching assistants, mid-day supervisors etc., can help the child access the world around them. The QTVI can enable full access to the curriculum with advice and training on the use of large print, adapted resources, diagrams and equipment. A QTVI can undertake direct teaching of tactile reading schemes including Braille and Moon. They can facilitate the use of all VI equipment including a Perkins, braille note, embossers, accessibility software, touch typing etc. An Inclusion Solutions QTVI can facilitate the provision of both large print and Braille documents to suit all needs.
Pupils with a visual impairment also require access to a Qualified Paediatric Habilitation Specialist (QPHS). They can assess a pupils requirements for mobility and orientation and engage in one to one teaching to ensure a pupil is safe to travel independently, both within school and around the local community. The Inclusion Solutions QPHS can provide environmental audits ensuring a safe school environment . The importance of taught Independent Living skills for pupils with Visual Impairments cannot be underestimated. Independent living skills include making drinks, cooking, dressing, personal hygiene and organisational skills – to name a few. This is exceptionally important to promote independence, self-esteem, and social skills.
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