Below are a few points for you to consider regarding the support given to your child.

Learning environment

• Is the learner sitting in the best place in order to access teaching? For example is the lighting suitable and without glare, an appropriate distance from the blackboard/white board and near a power point?
• Is the learning environment particularly noisy? A visually impaired learner may rely heavily on hearing to access information missed through low vision; that is, a noisy environment might mask information
• Is the learning environment tidy so s/he doesn’t trip over things? Is the environment safe, free from clutter and consistently arranged? If furnishings are reorganised time should be allowed for familiarisation.
• Change can mean stress for a visually impaired learner through feeling out of control in the new situation. Is a transition plan needed?
• Does the learning environment need adapting based on an environmental audit in order to meet the learner’s needs?

Accessible and accessing information

• Information should always be presented in an inaccessible format and at the same time as sighted peers. If not, it not only means the learner is being refused access to the curriculum but also says ‘we don’t care about you.’ This applies to correct print size, correct formatting generally, suitably modified and adapted materials and good quality photocopying. Is this happening consistently?
• The learner may need significant contrast to write and read. Does the learner need and use a fine or broad felt tipped pen
• Does the learner prefer black ink on white paper or visa versa. Does s/he require mat materials to avoid glare?
• Does the learner prefer white writing on black or a different coloured paper to make seeing easier?
• Does the learner prefer narrow or double spaced bold lined paper for writing and reading?
• The learner requires good quality photocopying to include images and text. Both should also be of a suitable size of a suitable size. Is this happening consistently?
• Do worksheets have clear lines with enough space to write on?
• Has any unnecessary detail on drawings and diagrams been removed?
• Is it necessary to enhance drawings and diagrams with colour or bold lines?
• Preparing tactile diagrams takes a lot of time and thought. Is there enough time available and expertise to ensure this takes place?
• Is it necessary to simplify tactile drawings and diagrams?
• Are contrasting textures being appropriately used?
• Is a tactile diagram the best way of communicating information
• Visual fatigue can be a significance issue, especially for those with Nystagmus. Has as optimum time been ascertained so a learner can consume visual information? The optimum time for efficient and effective visual learning may take place in the morning leaving the afternoon’s lessons better suited to aural or tactile delivery.
• Reading Braille may not only take longer but also require more concentration. Is this built into the learner’s day?
• To aid reading the learner should be receiving information in an optimum font and print size?
• If worksheets and books are being magnified remember that when enlarged they may be harder to scan with the learner able to read fewer words at a time. Consequently, do texts need to be reformed to keep pages manageable?