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Early years: Visual impairment

Deterioration in visual behaviours e.g. handwriting, copying, moving text closer to eyes, identifying peers in playground, during low light.
  • Work together with other professionals e.g. Sensory Support Team, mobility officer to share strategies and advice to support the children and access to learning environment e.g. use of ICT, alternative visual resources.
  • Staff to have a good understanding of child’s level of vision, seek training through the Sensory Support Team
  • Additional resources available for inclusive play, for example a bell in the ball so all can play together
  • Ensure time for a child to map the room and allow this to occur daily or when in. Allow re-mapping to occur when furniture and resources change place to reduce confusion and potential injury.
  • Consider lighting and position at group time/lunchtime for children and how it supports their vision.
  • Provide uncluttered space and reduce display backgrounds to help the children focus on the appropriate object.
  • Use auditory reinforcements
  • Use talking books & literature/books in Braille
  • Labelling and pictures to denote the content of resources need to be in a style that is clear to the children
  • Take account of mobility needs to ensure children can access the whole environment
  • Provide access visual aids at an appropriate height for children
  • Consider using talking equipment
  • Provide access to quieter spaces within the environments

Last updated 30 November 2020

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