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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