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BVI - Classroom Strategies

The class teacher and Special Educational Needs Co-ordinator (SENCo) need the following information so that a working environment for a vision impaired pupil can be planned:

  • Distance and near vision wearing glasses if prescribed and how it can be improved with low vision aids
  • 'Working distances' for other activities e.g. practical work
  • Vision condition and prognosis
  • Is there a field defect?
  • Is there a preferred dominant eye?
  • Are there restrictions on physical activities such as diving or heading a ball?
  • Does the child need regular medication, e.g. eye drops for glaucoma?
  • Is there a colour vision problem?
  • Have glasses been prescribed and when should they be used?
  • What low vision aids are to be used?
  • What lighting levels are best for the vision condition?
  • What size and contrast of print is best?

From Spotlight on Special Educational Needs: visual impairment, second edition, Heather L Mason, a NASEN Publication.

Each child will have individual needs and the following points should be considered:

The Working Environment -

  • Lighting
  • Seating arrangements
  • The classroom layout
  • Visual displays

Teaching and Learning Aids -

  • Writing materials
  • Printed materials
  • Note taking
  • Low vision aids
  • ICT equipment

Specialist Curriculum Areas -

  • Word processing skills
  • Listening skills
  • Braille
  • Habilitation and mobility

Visual Skills - Daily Living and Self-Help Skills -

  • Eating
  • Personal grooming
  • Relationships with people including the opposite sex and sex education
  • Independent living skills
  • Assertiveness and self-advocacy

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