Early Years practice which facilitates access to the EYFS curriculum, social/emotional development and participation. Draw upon information contained within specialist websites, such as Early years support for children with vision impairment | RNIB.
Development tracked using the Oregon Project or Developmental Journal for Children with Visual Impairments.
Setting must access specific VI related training provided by the Vision and Hearing/Deaf Education Service SEND Support Services - Bury Council.
Access to wider staff training e.g. Early Developmental Support Programme, e-learning for Health Care and RNIB.
On-going assessment, advice, support, monitoring and training from a QTVI.
Staff must implement advice as suggested by the Qualified Teacher of the Visually Impaired (QTVI).
Provide access to a quiet space for VI Teacher to work with the child.
Curriculum plan reflects levels of achievement and must include an individually focused Play Plan/IEP.
Teaching methods based on experiential and tactile learning with a strong verbal emphasis, which facilitate access to the curriculum and participation.
Opportunities for individual and small group work.
Opportunities for explanation, and exploration of resources before they are used in an activity e.g. through pre-teaching.
Specific interventions may be necessary and advice should be followed from QTVI.
Opportunities for group interventions to develop social inclusion with peers e.g. Circle of Friends.
Environmental adaptations: must have attention to seating and lighting in the setting.
Accessibility of outside environment including edges clearly marked.
Access to equipment, including the use of iPad, as necessary. Further information about assistive technology can be found at Sight Advice, Living Made Easy.
Large print visuals and differentiated materials, provided by settings, as appropriate to meet assessed needs.