About vision impairment
The term vision impairment is used to cover a range of conditions and a range of levels of vision, and includes all blind and partially sighted people. A child or young person is thought to have a vision impairment if they have an eye condition that cannot be fully corrected using glasses.
In many classrooms there are learners who may:
- have visual acuity worse than 20/40 or 20/60
- have significant issues with reading and writing
- not have access to the same visual experiences and cues as their peers, which reduces their learning opportunities
The course has given me a real in-depth knowledge of the degrees of visual impairment. The videos and case studies have been inspirational.
There is often a wide variation in the degree of disability experienced by learners with vision impairment and, therefore, the amount of support they require. Where a learner does not have access to the same visual experiences and cues as their peers, their learning opportunities can be reduced.
I have really enjoyed this course. All the training I have been given has made a very big impact on my way of seeing VI students. The interventions have had great outcomes.
Who is the course for?
Our Vision Impairment course is perfect for those who work with students in a further education setting such as teachers, college tutors, heads of department and leaders. This course will help plan successful transition programmes to ensure smooth transition to higher education or work and is also useful for the parents/carers of students with a vision impairment.
Why join the course?
Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting learners with a vision impairment.
Ability to meet the needs of learners with a vision impairment
- Not confident
- Somewhat confident
- Fairly confident
- Very confident
As of July 2019
This course looks at the impact that vision loss can have on a learner’s life and shows how you can make your practice more inclusive for these learners, offering practical assessment ideas and intervention strategies.
This training has had a strong impact on my approach in supporting my 6 year old student. I feel more able to use different ways of modifying work and the case studies and all the videos were informative and helpful.
This course aims to develop the knowledge, understanding and skills of all those working with visually impaired learners to support inclusive practice. It provides extensive information on different eye conditions and explains visual acuity. Participants learn how to use technology to support learners and provide reasonable adjustments so that students with vision loss can participate in all aspects of learning alongside their peers.
Learn about the different causes of vision loss, how to identify the different types of vision loss and understand the impact that vision can have on a child’s development and confidence.
Assessment for Learning
Explore some of the assessment tools used to monitor the progress of visually impaired children and to provide information that can be used to inform support programmes, including levels of support and target setting.
Choose from a range of strategies to develop personalised programmes that meet the needs of the learners you support.
View real life examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.
What you will learn
On successful completion of the course, participants will be able to:
- locate and label parts of the eye, and identify common eye conditions
- describe the impact that vision loss has on child development, learning and social inclusion
- explain the additional learning needs associated with vision loss
- use checklists to carry out observations of a learner’s functional vision
- make appropriate adjustments in the classroom environment to support the learning and social inclusion of visually impaired pupils
- apply a graduated response to meeting the needs of vision impaired pupils based on the assess, plan, do, review cycle
- describe your role in implementing an Education Health and Care Plan
- modify materials to enable pupils to access print and other media
- utilise low vision aids and high tech aids to improve access to learning
- contribute to the planning of interventions that take into account a child’s developmental profile and needs
- employ strategies to support communication, access to the curriculum, social inclusion and wellbeing, and to increase independent learning skills
- explain the range of different education settings for sensory impairments
- set SMART goals and implement strategies for improving learner outcomes