What support is available in mainstream schools for students with a vision impairment?

School support for those aged 4-16 years old, in some cases up to 18 years old, varies depending on the type of school and level of vision impairment.

Both mainstream schools have a teacher with specialist training who is in charge of support for children with disabilities. This teacher will work with children and parents to put support for vision impairment in place in school. If a child has been referred to the Sensory Service’s Vision Impairment team, a Qualified Teacher of children and young people with Vision Impairment (QTVI) may also be involved in helping the school to put appropriate resources and support in place, ensuring a child has full access to the curriculum and broader school life.

They may also be using (CFVI) which identifies 11 key areas of learning that can enable your child to access education more easily. Key areas include facilitating an inclusive world, independent living skills, mobility, accessing information, sport, social communication and preparing for adulthood.

The type of support that visually impaired children can receive could include:

a teaching assistant

a Habilitation Specialist (RQHS)

help with low-tech and high-tech equipment such as task lighting and magnifiers

accessible equipment such as tactile/large print rulers, black pens, talking science equipment and braille equipment.

computers, laptops or iPads with accessibility software.

If needed, special arrangements should be made regarding playtime safety, movement around the school and extra-curricular activities such as school trips.

The legislation and terminology are different in England, Scotland, Wales and Northern Ireland, but the principles of assessment and support are similar. Further information about getting the right support and the education rights of children with a vision impairment can be found on RNIB Getting the right support - SEN and inclusion webpages.

A written support plan may be implemented for children with more complex needs. These plans have different names and take different forms in different countries: