Visual impairment (VI)

Range 1: Visual impairment

Mild Vision Impairment

  • Visual acuity 0.0 – 0.2 LogMAR,
  • May have a mild functional vision loss due to CVI* or other visual factors, such as visual field loss or nystagmus photophobia and night blindness

Near vision, the CYP may have difficulty with:

  • formats where font size is smaller than Arial 12pt or equivalent.
  • font style which is cursive, italic or decorative, including electronic and handwritten text
  • accessing symbols and sub/superscripts
  • finding detail in cluttered pictorial information e.g., pictures, diagrams, graphs

Distance vision, the CYP may have difficulty with:

  • viewing and copying from the Smart/whiteboard
  • locating friends and adults
  • recognising non-verbal cues
  • accessing incidental learning

They may also:

  • find concentrating for extended periods of time more difficult
  • suffer from visual fatigue
  • take longer to complete tasks
  • struggle with depth perception
  • find navigating around environments, especially those which are unfamiliar.

Assessment and Planning

Post 16 provider

  • Part of the Post 16 provider Assessment procedures
  • Post 16 provider to share the QTVI report with all appropriate staff. Post 16 provider to provide support to enable teachers to plan appropriately
  • Post 16 provider to monitor reasonable adjustments are in place
  • Curriculum plan reflects levels of achievement and includes individually focused support plan targets/LA advice

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP Support Allocation Matrix) Annual Biannual visit Functional Vision assessment and /or classroom observation.
  • VI profile written and shared with Post 16 provider
  • Possible intervention planning based on needs e.g., during transition

Teaching and Learning Strategies

  • Full inclusion within the Mainstream class
  • Quality First Teaching
  • Newcastle Mainstream Guidance
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure reasonable adjustments are made based on QTVI recommendations e.g., on interactive white board have a high contrast between the text and background.
  • Opportunities for 1:1 and small group work e.g., opportunities for explanation, clarification and reinforcement of lesson content and language
  • Teaching methods which facilitate access to the curriculum, social and emotional development and class participation

Curriculum/Intervention

  • Possible Post 16 provider intervention based on need e.g.,
  • Possible LA intervention based on need e.g., Specialist Curriculum Vision Impairment

Resources and Staffing

  • Main provision by class/subject teacher
  • Resources made available from within the learning environment
  • Modification of learning materials by Post 16 provider e.g., clear, well contrasted materials at minimum font size N12 on A4
  • Appropriate assessment and use of assistive tech (to be provided mainly by the Post 16 provider).
  • Vision awareness training offered general or specific to the student
  • Vision Friendly Schools
  • Advice, profile and annual report from QTVI

Range 2: Visual impairment

Mild Vision Impairment 

Visual acuity 0.2-0.3 LogMAR 

May have a functional vision loss due to CVI* or other visual factors, such as visual field loss or nystagmus photophobia and night blindness 

Near vision: may have difficulty with: 

  • formats where font size is smaller than Arial 14pt or equivalent.
  • font style which is cursive, italic or decorative, including electronic and handwritten text 
  • accessing symbols and sub/superscripts
  • finding detail in cluttered pictorial information e.g., pictures, diagrams, graphs 

Distance Vision – may have difficulty with: 

  • viewing and copying from the Smart/whiteboard
  • locating friends and adults
  • recognising non-verbal cues
  • accessing incidental learning 

They may: 

  • have difficulty concentrating for extended periods of time
  • take longer to complete tasks and process what they see
  • suffer from visual fatigue
  • struggle with Depth perception
  • Find navigating environments, especially those which are unfamiliar
  • Have difficulty with change in lighting conditions.

Assessment and Planning

Post 16 provider 

  • Part of the Post 16 provider Assessment procedures
  • Post 16 provider to share the QTVI report with all appropriate staff
  • Post 16 provider to give appropriate time to plan, prepare, and provide resources and for any reasonable adjustments.
  • Post 16 provider to monitor reasonable adjustments are in place
  • The Post 16 provider must monitor young persons progress taking into account the vision impairment
  • Curriculum plan reflects levels of achievement and includes individually focused advice given by the QTVI 

LA

  • Assessment and monitoring from QTVI (frequency determined by NatSIP Eligibility Framework
  • Annual Biannual visit Functional Vision assessment and /or classroom observation.
  • VI profile written and shared with Post 16 provider
  • Possible intervention planning based on needs e.g., during transition

Teaching and Learning Strategies

  • Full inclusion within the mainstream class
  • Quality First Teaching
  • Newcastle Mainstream Guidance
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations including Specialist VI curriculum
  • Teaching methods and resources which facilitate access to the curriculum, include social/emotional development and class participation 

LA 

  • After Assistive Technology assessment Newcastle children’s vision team will provide teaching for the use of any recommended equipment if appropriate 

Curriculum/Intervention

  • Full inclusion within National Curriculum
  • Possible Post 16 provider intervention based on need e.g., curriculum concept
  • Possible LA intervention based on need 

Resources and Staffing

  • Main provision by class/subject teacher
  • Additional adults are deployed appropriately to increase young persons success and independence
  • Resources made available from within Post 16 provider
  • Modification of learning materials by Post 16 provider e.g., clear, well contrasted materials at minimum font size N14 on A4
  • Learning materials must be selected for their clarity.
  • Appropriate low vision aids Assistive tech including standard technology provided by the Post 16 provider
  • Access to large print resources and materials to be sourced or prepared by Post 16 provider staff either internally or from external parties, RNIB Bookshare, Seeing eye, Dolphin Easy reader Customeyes and tactile library
  • Advice, profile, and annual report from QTVI
  • Vision Friendly Schools training from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide.
  • Habilitation/mobility training if required

Range 3: Visual impairment

Moderate vision impairment

Visual acuity 0.3- 0.4 LogMAR 

May have a moderate functional vision loss due to CVI* or other visual factors, such as visual field loss or nystagmus photophobia and night blindness 

Near vision, will have difficulty with: 

  • formats where font size is smaller than Arial 16pt or equivalent.
  • font style which is cursive, italic or decorative, including electronic and handwritten text 
  • accessing symbols and sub/superscripts
  • finding detail in cluttered pictorial information e.g., pictures, diagrams, graphs 

Distance Vision, will have difficulty with: 

  • viewing and copying from the Smart/whiteboard
  • locating friends and adults
  • recognising non-verbal cues
  • accessing incidental learning.

They will: 

  • have difficulty concentrating for extended periods of time
  • take longer to complete tasks and process what they see
  • suffer from visual fatigue
  • struggle with depth perception
  • find navigating environments, especially those which are unfamiliar
  • have difficulty with change in lighting conditions
  • have difficulty with low contrast and poor lightings levels 

Assessment and Planning

Post 16 provider 

  • Part of Post 16 provider and class assessment procedures
  • Post 16 provider to share the QTVI report with all appropriate staff
  • Post 16 provider to give appropriate time for staff to plan, prepare, and provide resources and for any reasonable adjustments.
  • To allocate time for student to access Specialist Curriculum
  • Post 16 provider to monitor reasonable adjustments are in place 
  • The Post 16 provider must monitor progress taking into account the vision impairment
  • Exam Access arrangements to be identified Subject Specific in conjunction with QTVI
  • Curriculum plan reflects levels of achievement and includes focused and subject specific advice given by the QTVI 

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP Eligibility Framework Which may indicate a possible need for Specialist VI curriculum
  • Advice to be given to Post 16 providers regarding both in house and external Exams
  • Possible intervention planning planned based on need e.g., develop visual skills, effective use of low visual aids, use of assistive technology

Teaching and Learning Strategies

  • Full inclusion within the mainstream class
  • Quality First Teaching
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations including Specialist VI curriculum
  • Teaching methods and resources which facilitate access to learning, include social/emotional development and participation 

 LA 

  • After Assistive Technology assessment the SEND Sensory Service (Newcastle Children’s Vision Team) will provide teaching for the use of any recommended equipment if appropriate.

Curriculum/Intervention

  • Full inclusion within National Curriculum
  • Post 16 provider intervention based on need

LA 

  • Subject specific advice and support
  • Access to Specialist Curriculum

Resources and Staffing

  • Main provision by class/subject teacher
  • Additional adults are deployed appropriately to increase young persons success and independence
  • All modification of learning materials produced by Post 16 provider are e.g., clear, well contrasted materials at minimum font size N16 on appropriately sized paper
  • Assistive tech including standard technology with accessibility options to be provided by the Post 16 provider
  • Access to large print resources and materials to be sourced or prepared by Post 16 staff either internally or from external parties RNIB Bookshare, Seeing eye, Dolphin Easy reader Customeyes and tactile library
  • Diagrams, graphs and picture sources pictorial and incidental information modified to CYP requirements
  • Post 16 provider to identify individual members of staff to be responsible for the creation of accessible educational materials 

LA

  • Advice from QTVI e.g., strategies to enable access to learning
  • Training from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide.
  • Vision Friendly Schools recommended with Level 2 accredited unit offered

Range 4: Visual impairment

Moderate Severe Vision Impairment

Visual acuity 0.5 – 0.6 Log MAR 

May have a severe functional vision loss due to CVI* or other visual factors, such as visual field loss or nystagmus photophobia and night blindness 

Near vision: will have difficulty with: 

  • formats where font size is smaller than Arial 24pt or equivalent.
  • font style which is cursive, italic or decorative, including electronic and handwritten text 
  • accessing symbols and sub/superscripts
  • finding detail in cluttered pictorial information e.g., pictures, diagrams, graphs

Distance Vision –will have difficulty with: 

  • viewing and copying from the Smart/whiteboard
  • locating friends and adults
  • recognising non-verbal cues
  • accessing incidental learning 

They will: 

  • have difficulty concentrating for extended periods of time.
  • take longer to complete tasks and process what they see
  • suffer from visual fatigue
  • Find navigating environments, especially those which are unfamiliar 

They may have:

  • Have difficulty with change in lighting conditions
  • Have difficulty with low contrast and poor lightings levels
  • Struggle with Depth perception 

Assessment and Planning

Post 16 Provider

  • Part of Post 16 provider and class  
  • Post 16 provider to share the QTVI report with all appropriate staff including non-teaching staff and governors
  • Post 16 provider to monitor reasonable adjustments are in place
  • The Post 16 provider must monitor young persons progress in relation to taking into account their vision impairment
  • The Post 16 provider will consider referral for an EHC Needs Assessment
  • Any EHCP will be reviewed annually but reviews of progress and the young persons continued need in regard to their VI should be held termly as standalone or as part of parent’s consultation.
  • Post 16 provider to provide support, resources and time to enable teachers and staff to plan differentiate and modify appropriately
  • Curriculum plan reflects levels of achievement and includes individually focused support plan targets/LA advice and Specialist curriculum VI

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP which will indicate a possible need for Specialist VI curriculum
  • QTVI to carry out assessment to assist decision between print and/or Braille (LMA)
  • Advice to be given to Post 16 providers regarding both in house and external Exams
  • Visual processing assessment by QTVI and or Education Psychologist if appropriate
  • Possible intervention planning based on needs e.g., develop visual efficiency, effective use of low visual aids, use of assistive technology and visual processing skills.  

Teaching and Learning Strategies

  • Full inclusion within mainstream class
  • Quality First Teaching
  • Newcastle School Mainstream Guidance
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations
  • Some additional group and 1:1 work for pre and post teaching to help with consolidation particularly for more abstract concepts.
  • Teaching methods and resources which facilitate access to learning, include social/emotional development and participation Preparation for Adulthood – Specialist VI curriculum   

   LA   

  • After Assistive Technology assessment the SEND Sensory Service (Newcastle Children’s Vision Team) will provide training for the use of any recommended equipment if appropriate  

Curriculum/Intervention

  • Full inclusion within National Curriculum
  • Teacher may need to reduce amount of content in individual tasks for the young person to maintain pace as that of sighted peers
  • Possible Post 16 provider intervention based on need e.g., curriculum concept
  • Possible LA intervention based on need e.g., tactile skills/pre- Braille/Braille
  • Additional ICT skills are developed to increase access to the curriculum, to learning where appropriate e.g., touch typing, short cuts, voiceover on iPad.
  • Subject specific advice and support 
  • Access to VI Specialist Curriculum 

Resources and Staffing

  • Main provision by class/subject teacher
  • Additional adults are deployed appropriately to increase young persons success, independence and safety
  • Resources made available from within Post 16 provider
  • Modification of learning materials by Post 16 provider e.g., clear, well contrasted materials at minimum font size N18 (simple word document)
  • Learning materials must be selected for their clarity: good contrast decluttered, and appropriate font as recommended by the QTVI advice.
  • Assistive tech including standard technology with accessibility options to be provided by the Post 16 provider 
  • Specialist VI specific equipment to be supplied by the LA as recommended in ATP assessment. Post 16 provider to sign Loan agreement document.
  • Access to large print resources and materials to be sourced or prepared by Post 16staff either internally or from external parties RNIB Bookshare, Seeing eye, Dolphin Easy reader Customeyes and tactile library
  • Diagrams, graphs and picture sources modified to CYP requirements

LA

  • Advice from a QTVI and Technical Officer e.g., on equipment and touch typing if appropriate.
  • modified large print, modifying diagrams, graphs and providing captions for picture sources
  • Modification of learning materials can be provided but it is preferable to have an identified member of staff who with training would be responsible for the production of resources
  • Habilitation/mobility training if required
  • ICT to increase access to the curriculum, where appropriate
  • Support from a QTVI to develop Braille literacy across the curriculum
  • Training from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide. It may be general awareness but can be tailored to the individuals eye condition and need.
  • Peer awareness will be offered as well if appropriate 
  • Vision Friendly Schools highly recommended with Level 2 accredited unit offered to key staff

Range 5: Visual impairment

Moderate - Severe Vision Impairment

Visual acuity above 0.6 – 0.8 Log MAR

  • Some young people continue to use print larger than N36 and materials will require significant differentiation and modification.
  • Some may have little or no useful vision, and very limited or no learning by sighted means.
  • These young people will usually be registered SSI and tactile methods may be their sole means of learning
  • Some young people may be making the transition from print to Braille.
  • These young people may be accessing the curriculum through a reader/scribe or technology.
  • Some young people may be a dual media user.
  • May include young people who have suffered a late onset visual impairment, or where their vision has deteriorated rapidly.

Assessment and Planning

Post 16 Provider

  • The Post 16 Provider must work with the QTVI, Technical Officer and Specialist LSAs to facilitate assessment and planning across the curriculum.
  • Post 16 Provider to share the QTVI report with all appropriate staff including non-teaching staff and governors
  • Post 16 provider to provide support to enable teachers to plan appropriately
  • Post 16 provider to give appropriate time for staff to plan, prepare, and provide resources and for any reasonable adjustments.  
  • To allocate time for student to access Specialist Curriculum 
  • Post 16 provider to monitor reasonable adjustments are in place   
  • The Post 16 provider must monitor young people progress taking into account the vision impairment  
  • Exam Access arrangements to be identified Subject Specific in conjunction with QTVI 
  • Post 16 provider to monitor reasonable adjustments are in place
  • The Post 16 provider must monitor young persons progress taking into account their vision impairment
  • The young person will usually have or in the process of an EHC plan
  • Any EHCP will be reviewed annually but reviews of progress and the young persons continued need in regard to their VI should be held termly as standalone or as part of parent’s consultation.
  • Curriculum plan reflects levels of achievement and includes individually focused support plan targets/LA advice
  • All Post 16 staff must be responsible for providing lesson and curriculum content to named staff within the Post 16 provider or the SEND Sensory Service (Newcastle Children’s Vision Team) at least 24 – 48 hours prior to the lesson or in an appropriate time scale which reflects the complexity and volume to the work so it can be produced in an alternative format.
  • Post 16 provider to provide support, resources and time to enable teachers and staff to plan, differentiate, and modify appropriately 

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP Support Allocation Matrix) which may indicate a possible need for Specialist VI curriculum
  • QTVI to carry out assessment to assist decision between print and/or Braille
  • Possible intervention planning based on needs e.g., develop visual efficiency, use of assistive technology 

Teaching and Learning Strategies

  • Full inclusion and participation within mainstream class
  • Quality First Teaching
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations
  • Additional group, paired and 1:1 work for pre and post teaching to help with consolidation particularly for more abstract concepts
  • Teaching methods and resources which facilitate access to learning, include social/emotional development and participation Preparation for Adulthood – Specialist Vi curriculum experiential and tactile learning with a strong verbal emphasis, opportunities for explanation, clarification and reinforcement of lesson content and language.

Curriculum/Intervention

  • Full inclusion within the mainstream National Curriculum made accessible for a young person with a significant vision impairment
  • Teacher may need to reduce amount of content in individual tasks for the young person maintain pace as that of sighted peers
  • Post 16 provider may need to reduce timetable to enable relevant VI interventions
  • Possible Post 16 provider intervention based on need e.g., curriculum concept
  • LA intervention based on need e.g., tactile skills Braille, Braille
  • Additional ICT skills are developed to increase access to learning, where appropriate e.g., touch typing, short cuts, voiceover on iPad,
  • Programme of Individual mobility, orientation and independent life skills programmes.

Resources and Staffing

Post 16 Provider

  • Main provision by class/subject teacher
  • Additional Post 16 staff are deployed appropriately to increase young person success, independence and safety
  • Assistive tech including standard technology with accessibility options to be provided by the school 
  • Specialist VI specific equipment to be supplied by the LA as recommended in ATP assessment. Post 16 provider to sign Loan agreement document.
  • Access to large print resources and materials to be sourced or prepared by Post 16 provider staff either internally or from external parties RNIB Bookshare, Seeing eye, Dolphin Easy reader Customeyes and tactile library
  • Diagrams, graphs and picture sources modified to CYP requirements

LA

  • Advice from a QTVI and technical support officer e.g., on equipment and touch typing if appropriate.
  • modified large print, modifying diagrams, graphs and providing captions for picture sources,
  • Modification of learning materials can be provided by Vision Team, but it is preferable to have an identified member of staff within the Post 16 provider who with training would be responsible for the production of resources
  • Modification of learning materials to be provided e.g., Braille and tactile materials
  • Regular training (frequency to be determined by young person’s needs) from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide. It may be general awareness but can be tailored to the individual young person’s eye condition and need.
  • Peer awareness will be offered as well if appropriate  
  • Vision Friendly Schools highly recommended with Level 2 accredited unit offered to key staff
  • Orientation mobility and independent life skills training and or assessment to be given to key staff to ensure continuity of practice
  • Support from a QTVI to develop Braille literacy across the curriculum

Range 6: Visual impairment

Profound Vision Impairment 

Visual acuity above 0.8+ Log MAR with little or no light perception

May have a severe functional vision loss due to CVI* or other visual factors, such as visual field loss, nystagmus, photophobia, and night blindness

  • All learning materials will require significant differentiation and modification
  • Access to learning will be bespoke and may be tactile in presentation and/or through Assistive Technology
  • For those CYP where there has been a deterioration of vision, they may be making the transition between print to Braille or ATP Assistive Technology

Assessment and Planning

Post 16 provider Assessment

  • Post 16 provider to share the QTVI report with all appropriate staff
  • Post 16 to provide support to enable teachers to plan appropriately (strategies, interventions and resources)
  • Post 16 provider to monitor reasonable adjustments are in place
  • The Post 16 provider must monitor young person progress taking into account their vision impairment
  • The Post 16 provider will monitor EHC plan via annual reviews
  • Curriculum plan reflects levels of achievement and includes individually focused support plan targets/LA advice
  • Post 16 to provide support, resources and time to enable teachers and staff to plan differentiate and modify appropriately

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP indicates a possible need for Specialist VI curriculum
  • If appropriate, QTVI to carry out assessment to assist decision between print and/or Braille/Moon
  • Assistive Tech Assessment to identify equipment that will enhance learning
  • Possible intervention planning based on needs e.g., develop visual skills, use of assistive technology
  • tactile skills, pre/post teaching

Teaching and Learning Strategies

  • Full inclusion with support with opportunities for 1:1 and small group teaching
  • Quality First Teaching
  • Newcastle School Mainstream Guidance
  • Attention to seating position, lighting and visual environment in classroom
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations
  • Additional group and 1:1 work to meet identified needs and to facilitate learning and inclusion, as appropriate
  • Teaching methods which facilitate access to the curriculum, social/emotional development e.g., opportunities for explanation, clarification and reinforcement of lesson content and language

Curriculum/Intervention

  • Full inclusion within the mainstream programme made accessible for a young person with a significant vision impairment
  • Teacher may need to reduce amount of content in individual tasks for the young person maintain pace as that of sighted peers
  • Post 16 provider may need to reduce timetable to enable relevant VI interventions
  • Possible Post 16 provider intervention based on need e.g., curriculum concept
  • LA intervention based on need e.g., tactile skills pre-Braille, Braille
  • Additional ICT skills are developed to increase access to learning, where appropriate e.g., touch typing, short cuts, voiceover on iPad,
  • Programme of Individual mobility, orientation and independent life skills programmes
  • Possible Specialist provision with curriculum, with multi- sensory approach and or Curriculum VI

Resources and Staffing

  • Post 16 provider must identify teaching assistant who has some specialist training in Vision impairment who can offer support for on-going vision assessments and interventions
  • Opportunities for experiential learning and exploration of the environment through nonvisual means.

LA

  • Advice from a QTVI and technical support officer e.g., on equipment and touch typing if appropriate
  • modified large print, modifying diagrams, graphs and providing captions for picture sources,
  • Modification of learning materials can be provided by Vision Team, but it is preferable to have an identified member of staff within the Post 16 provider who with training would be responsible for the production of resources
  • Modification of learning materials to be provided e.g., Braille and tactile materials
  • Regular training (frequency to be determined by young person’s needs) from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide. It may be general awareness but can be tailored to the individual young person’s eye condition and need.
  • Peer awareness of Visual Impairment will be offered as well if appropriate  
  • Vision Friendly Schools highly recommended with a minimum Level 2 accredited unit offered to key staff
  • Orientation mobility and independent life skills training and or assessment to be given to key staff to ensure continuity of practice
  • Support from a QTVI to develop Braille literacy across the curriculum

Cerebral Vision Impairment (CVI) Summary of needs

  • CVI* must be diagnosed by an ophthalmologist.
  • The will typically have good acuities when tested in familiar situations, but this will vary throughout the day.
  • All young people with CVI* will have a different set of difficulties which means thorough assessment is a key aspect
  • Difficulties seeing moving objects
  • Difficulties reading
  • Difficulties doing more than one thing at a time (e.g., looking and listening)
  • Inability to recognise familiar faces
  • Difficulties route finding
  • Difficulties with visual clutter
  • Lower visual field loss
  • This is not an exhaustive list, and difficulties may be mild, moderate or severe.
  • Depending on their circumstances the young person may meet the criteria for the VIARP.

Assessment and Planning

Post 16 Provision

  • Part of the class 
  • Post 16 Provider to share the QTVI report with all appropriate staff 
  • Post 16 Provider to give appropriate time for staff to plan, prepare, and provide resources and for any reasonable adjustments. 
  • To allocate time for student to access Specialist Curriculum
  • Post 16 provider to monitor reasonable adjustments are in place  
  • The Post 16 provider must monitor young persons progress taking into account the vision impairment 
  • Exam Access arrangements to be identified Subject Specific in conjunction with QTVI
  • Curriculum plan reflects levels of achievement and includes focused and subject specific advice given by the QTVI 
  • The Post 16 provider may make a referral for Assessment of SEND and EHCP depending on need

LA 

  • Assessment and monitoring from QTVI (frequency determined by NatSIP Eligibility Framework, which may indicate a possible need for Specialist VI curriculum 
  • Visual processing assessment by QTVI and or Education Psychologist if appropriate
  • Advice to be given to schools regarding both in house and external Exams
  • Possible intervention planning based on need e.g., develop visual skills, effective use of low visual aids, use of assistive technology and visual processing skills

Teaching and Learning Strategies

  • Full inclusion within the mainstream class 
  • Quality First Teaching 
  • Newcastle School Mainstream Guidance
  • Attention to seating position, lighting and visual environment in classroom 
  • Teacher to ensure all reasonable adjustments are made based on QTVI recommendations including Specialist VI curriculum and subject specific advice
  • Teaching methods and resources which facilitate access to learning, include social/emotional development and participation Preparation for Adulthood – Specialist Vi curriculum

 LA

  • After Assistive Technology assessment the SEND Sensory Service (Newcastle Children’s Vision Team) will provide teaching for the use of any recommended equipment if appropriate  

Curriculum/Intervention

LA

  • Subject specific advice and support
  • Access to Specialist Curriculum

Resources and Staffing

  • Main provision by class/subject teacher
  • Additional adults are deployed appropriately to increase young persons success and independence
  • All modification of learning materials produced by Post 16 provider are e.g., clear, well contrasted materials at minimum font size N18 on appropriately sized paper
  • Diagrams, graphs and picture sources modified as needed
  • Assistive tech including standard technology with accessibility options to be provided by the school
  • Access to a quiet uncluttered space where appropriate

LA

  • Assessment and advice from QTVI
  • Training from the SEND Sensory Service (Newcastle Children’s Vision Team) will be offered and may include Assistive Tech, Modifying resources Exam access, general and peer awareness and sight guide.  Vision Friendly Schools award.
Information from https://childrenandfamiliesnewcastle.org.uk/
Printed on March 5th 2026
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