Following on from part one of A SCHOOL VISIT (below) we will now consider other important aspects in relation to assessing low vision support provided for a learner (or lack of it..
Consider the involvement of specialist low vision support worker and team
- How many Qualified Teachers of the Visually Impaired (QTVI) are in the team?
- Does the team have a Mobility Officer, Touch Typing Teacher, Braille Teacher, Re/habilitation Officer?
- How many children are supported by the team?
Consider,
- What school subjects or activities does the child find difficult?
- Why do you think the child has difficulties with the subjects or activities?
- In class support – does a teaching assistant (TA)/learning support assistant (LSA) support the child? If so, for how long during sessions, and in which subject?
- What experience/qualifications does the class teacher have in the specific disabilities possessed by the child?
- Does the child have more than one LSA during the school week – comment
- Is the LSA(s) working with the child trained – if so to what level?
- Does the child get support during brake times and/or out of school activities?
- If the child has been taken out of class for small group or individual teaching, who does the teaching, for what subjects and what is the aim of the teaching?
- Is the child excluded from any activities e.g. trips, drama, sport etc? What does the child feel about this?
- If the child is taken out of sessions what is the quantifiable benefit?
- Does the child use any specialist equipment?
- Is the specialist equipment always available? If not specify, describe and comment
- Is the specialist equipment used in the school accessible e.g. during science, geography, maths, food technology etc – comment?
- Does the child use modified materials – if so how are they modified, by whom and are the modification successful? Comment if possible with examples; for example, if they are suitable for the learner and does s/he receive them at the same time as other learners in the group?
- What does the placement say about the learner’s progress? Include copies of reports, notes of annual review meetings and end of Key Stage or test results – comment.
- How many pupils are in the learner’s class?
- How many children with SEN are in the class
- How many LSAs are in the class?
- Why are they supporting each child?
- Does the placement included parents in the learner’s education. Comment?
- Any other relevant comments or information about the learner’s time in school
Level of support provided by disability specialists
Consider for example the role of a QTVI,
- How many visits does s/he make each week month, half term, term?
- How long are the visits?
- What does s/he do when visiting?
- Does the learner receive enough support?
Ask the same questions of other specialists and comment if the provision is suitable/enough.
Learning Support Assistants (LSA/TA)
- Is the LSA a “band aid” because services from a QTVI are not available, or considered too expensive? Provide evidence if possible
- What are the specific responsibilities of the LSA related to the child?
- Are these responsibilities appropriate to the qualifications possessed by the LSA?
- How will reliance on the LSA be phased out so your child can become more independent?
Comment:
On or around 14 +
Describe the level of expertise the learner has regarding,
- Independent living skills
- Employability skills
Is an assessment needed regarding ILS and Employability Skills?
Comment:
Is the school’s built environment suitable?
Consider,
- Storage for equipment
- Accessibility
- Health and safety
Comment:
What level of support do you think the learner needs?
If necessary ask relevant professionals and record their response.
Comment:
Describe why you want specific support described above for your child.
If necessary ask relevant professionals and record their response.
Comment:
- Therapy (mobility, Braille, touch typing, social skills, independent living skills, speech and language, physiotherapy, occupational therapy, assertiveness training etc)
- Has the child already been received programmes of therapy? Provide copies of any professional reports and/or assessments.
- Was the programme quantifiable and monitored – if so by who and how often?
- Was the person trained delivering the therapy? If not who was overseeing and monitoring the programme and how was it delivered?
- How do you expect the therapy to help?
- What have therapists said about the child’s progress?
- What programmes does the therapist think the child should have in the future?
Comments:
Any other comments regarding the learner’s education and/or training and the level of support provided?
Are the learner’s skills age and ability appropriate? If not why not?
Comment:
An OFSTED inspection report might provide information about disability provision or lack of it in the placement
Comment: