All specialist reports should be written in terms of objectives and outcomes so that provision can be monitored and progress evaluated. Based on this will be guidance on teaching methods, presentation and the modification of learning materials. Specifically, how the learner reads, writes and generally accesses information during the whole of the nursery/school/college day.

Tips

An assessment produced by Qualified Teacher of the Visually Impaired should begin by how well the learner can see in functional terms in the learning environment. Then, move onto:

1. Appropriate curriculum

Should it be modified or developmental or should the learner be disapplied from a subject i.e. taken out of subjects like geography or a modern foreign language in order to spend more time in specialist areas for example Braille, touch typing and/or movement, orientation and mobility?

2. Curriculum adaptations

Should this include supplementary experiences and support, verbal descriptions to also take place during games, PE and extra curricula activities?

3. Curriculum access

Does the learner require specific materials and equipment to include direct or indirect support, a specific print size and bold, tactile diagrams, Braille, large print books and tapes, maps and diagrams etc during the learning day and for home work too?

4. Special arrangements for exams

Is the learner entitled to extra time, a reader, adapted or modified papers during for example mock exams, SATs and GCSEs?

5. Referrals to other agencies

Should the learner be referred on to other professions for advice or support to include for example a low vision clinic or speech and language therapist?

6. Monitoring and evaluating of progress

Who will be involved in this process, when will it take place and what will be the criteria for withdrawing from the support?

7. Compensatory strategies and programmes

Does the learner need a quantifiable programme in listening skills and/or visual skills, independent living skills and/or social skills, play skills and /or time management and/or assertiveness?

8. Environmental modifications

Does the learning environment need  white lines painted on steps, suitable lighting, colour contrast and a specific teaching position, independently accessible notice boards, specialist signage and equipment storage areas?

9. Appropriately adapted and modified materials

These should be available during the whole of the learning day, for home work and extra curricula activities. Who will do the work, when and, who if necessary will oversee its suitability how often and when?

10. Low Vision Aids

Does the learner need a hand held magnifier, CCTV, specialist computer software to include training?

11. Specialist equipment

Does the learner require suitable toys, Brailler or lap top with provision to store or transport the equipment as necessary too?

12. Appropriate setting

Is the learning environment suitable? Is the learner better suited to a mainstream or specialist placement? Is there enough trained support available to meet need? For example, personnel to provide specialist teaching, specialist skills teaching; also, who will devise, deliver and monitor specialist programmes?

Does the learner require support from a qualified teacher of the visually impaired, typing teacher, mobility officer, specialist support assistant and Braille teacher?

13. Time for above

When and how often will the learner be supported by specialist people?

14. Study aids

Does the learner require task lighting and a raised working surface, bold lined, single or double spaced paper, coloured paper and fine or bold felt tipped pens?

Tips

• Importantly, everything should be written in specific and quantifiable terms.
• A comprehensive report should also take into account the thoughts of the learner, parents and the findings of other relevant professionals.
• Independent reports should be taken seriously by the school and local. If not, the placement should be requested to say why not in writing, with the local authority informed.
• Don’t assume support will be automatic

Issues pertaining to this article are developed extensively in the books available from the site.