To Be Used with Nursery Education Funded Children Only

Threshold Descriptors

VISUAL IMPAIRMENT

(to be used with Nursery Education Funded Children only)

To be reviewed 2017 – 18 Please note:

 A Qualified Teacher of the Visually Impaired (QTVI) may be involved with a child from Range 1 if early intervention and the provision of appropriate resources would prevent a child moving into one of the higher ranges.  Behaviours described are not specific to the ranges but are intended to be general indicators of a possible visual impairment which may be affecting learning.  All descriptions of visual functioning assume child is wearing glasses if these have been prescribed. Some conditions are not correctible with glasses. Some children may have reduced vision in one eye only. Some children may have variable vision in varying light conditions and therefore may require a higher level of involvement. Some children may have deteriorating vision.  Levels of QTVI input are only intended as guidelines. The degree of input will be influenced by an individual child’s needs, the setting’s effectiveness and QTVI capacity factors.  Levels of Habilitation involvements are given as a guideline and programmes/ targets are planned around the individual needs of the child in relation to their age/stage of development. Support will be required for the child both in the education setting, at home and in the local environment to support developing Habilitation skills.

Assessment Grouping Curriculum & Teaching Range Visual Impairment (Nursery) Descriptor Resources & Planning for Learning Methods

Mild visual impairment which may include those Assessment of vision by Mainstream setting EYFS curriculum and teaching methods. Advice Level of input from children who: observation, information from Qualified Teacher of the medical personnel and with Intervention to Attention to seating position in a group Visually Impaired (QTVI). 1. require specialist advice due to medical the use of vision assessment provide support with situation. materials. School staff aware independence skills E-mail/telephone advice from recommendation or potential for that child may be experiencing related to VI The child may require specific strategies Visual Impairment Team. changeable/ fluctuating conditions. visually related learning when being approached e.g. approach  may find concentration difficult. difficulties and monitor child from the left side of child as eyesight is Resources from setting performance in this respect. better in the left eye. -learning materials selected for  may peer or screw up eyes. their clarity. Assessment of mobility, Support to parents and carers Distance vision: approximately 6/18 Log Mar 0.5 independence, orientation Early Support Developmental (enlargement of x3 at 3 metres).. This means that skills as appropriate (following Journal for Visual Impairment 1 the child needs to be about 2 metres away to see referral from Qualified what normally sighted children can see from 6 Teacher of the Visually metres. (3 times nearer for all distances) Impaired) by Habilitation Officer. Near vision: may come closer than necessary to investigate detail. Assessment of functional vision for the purpose of Habilitation involvement: Habilitation.  May present unaware of visual cues/ landmarks in environment without prior awareness raising. Specialist Environmental Audit of setting provided by  May be unable to follow visual cues such as Habilitation Officer. routes around a building, Accessibility plans in place

Moderate visual impairment. Assessment of vision by Mainstream setting. EYFS Curriculum and teaching methods. Monitoring Level of input from observation, information from QTVI. May come close when looking at books or  medical personnel and with Some additional Staff make basic adaptations to curriculum displays. the use of vision assessment group work to delivery and materials to facilitate access Visits from a QTVI on a termly materials. facilitate learning and for a visually impaired child. basis to work with the child and Distance vision: approximately 6/24 LogMar 0.6 inclusion. E.g. oral descriptions of visual materials. with staff. (enlargement of x4 at 3 metres. This means that the Planning based on current child needs to be about 1.5 metres away to see what visual performance and Training and written advice from normally sighted children can see from 6 metres. prognosis of possible Reinforcement of unfamiliar environment Visual Impairment Team. May not be able to see details as well as others can changes. with verbal prompts. see from the back of the group – will need to be Support for parents and carers. seated at the front. Early Support Developmental The child may require specific strategies Journal for Visual Impairment when being approached e.g. approach Modified materials as Near vision: will bring learning materials close to used to identify specific from the left side of child as eyesight is appropriate e.g. use of colour face. targets. better in the left eye. contrast for signs, story books and other text. Habilitation Involvement: Common Assessment Framework (CAF). Transitional visits to settings.  May present unaware of visual cues/ landmarks 2 in environment without prior awareness raising. Targets in the IEP jointly Awareness raising for parents/ formulated and monitored with staff  May be unable to follow visual cues such as a QTVI and Habilitation routes around a building. Officer Assessment and advice from  May collide with obstacles in their environment Habilitation Officer Assessment of mobility,  Unable to identify facial expressions and body independence, orientation Short term programme language skills as appropriate following delivered by Habilitation Officer referral from QTVI by reinforced by practitioner May misjudge the depth of an object which may  Habilitation Officer. throughout the day. be mistaken for clumsiness.  Require verbal cue to gain attention. Assessment of functional IEP targets related to vision for the purpose of Habilitation. Habilitation. Support for trips out of setting Specialist Environmental due to health and safety Audit of setting. implications.

Accessibility plans in place. Free IT resources such as accessibility software.

Moderate to severe visual impairment. Assessment of vision by Mainstream setting. Mainstream curriculum and teaching Support Level of input from observation, information from methods. QTVI. May have poor hand-eye coordination.  medical personnel and with Some additional Some modification of learning activities  May take longer to complete an activity than the use of vision assessment group and individual and curriculum delivery to facilitate Visit half termly from a QTVI to expected. materials provided by QTVI. work to meet access. E.g. Attention to speed of working work with the child and with identified needs and with a child with a visual impairment. staff. 3  Visual Fatigue Planning based on current to facilitate learning, visual performance and inclusion and Use of colour and contrast in the Training and written advice Distance vision: approximately 6/36 LogMar 0.8 prognosis of possible independence. environment to support access to provided by the Visual (enlargement of X6 at 3 metres).. This means that changes. activities. Impairment Team. the child needs to be about 1 metre away to see Staff to be aware that what normally sighted children can see from 6 Early Support Developmental a child may need Reinforcement of unfamiliar environment Support for parents and carers. metres. May not be able to see details of an object Journal for Visual Impairment more time to using prepositional language for

To be reviewed 2017 – 18 without approaching to about 1 metre from it. used to identify specific complete tasks and landmarks and cues Low vision aids as appropriate targets. there will be a need to meet assessed needs. Near vision: will tend to work close and may miss for careful details in pictures. Targets in the IEP jointly consideration of Modified materials as formulated and monitored with resources e.g. white appropriate including use of Habilitation: a QTVI and Habilitation bowl with a red spoon ICT. Officer rather than a white May present unaware of visual cues/ landmarks  spoon to provide a On going/ Regular intervention/ in environment without prior awareness raising. Assessment of mobility, contrast. assessment from Habilitation  May be unable to follow visual cues such as independence, orientation Officer to ensure age routes around a building, keep left of corridors. skills as appropriate following appropriate levels of referral from QTVI/ medical independence including,  May collide with obstacles in their environment 3 professionals by Habilitation dressing, eating and personal  Unable to identify facial expressions and body Officer. care. language Assessment of functional Moderate level of training  Depth perception may be impaired vision for the purpose of required for staff and parents/ Habilitation. siblings.  Require a verbal cue instead of a visual cue to gain attention. Specialist Environmental Mobility aids provided by  Social interaction impaired due to vision Audit of setting. Habilitation Officer.

 Environmental safety impaired, e.g. use of Accessibility plans in place IEP targets related to climbing frames may be unsafe Habilitation.  Strategies required to improve independence Risk assessment and Risk and self help skills management strategies Support for trips out of setting due to health and safety Habilitation Targets set ½ implications. termly Family requires moderate level of support from Visual Impairment Team.

Severe visual impairment. Assessment of vision by Mainstream setting. Mainstream EYFS Curriculum. Support Level of input from observation, information from QTVI. Child likely to be registered partially sighted or  medical personnel and with Some group and Significant modification of learning blind but still learning by sighted means. the use of vision assessment individual work to activities and curriculum delivery to Monthly visits from a QTVI to  Visual Fatigue materials. meet curriculum and facilitate learning and inclusion. work with the child and with safety needs and to staff. Distance vision: 6/60 or worse LogMar 1.0. Planning based on current facilitate inclusion Specific teaching of ICT and low vision Distance vision too poor to be useful. visual performance and and independence. aid skills. Training and written advice from In a large group would require own copy of an object prognosis of possible Visual Impairment Team. such as a book or picture. changes. Mobility and independence skills. Support for parents and carers. 4 Near vision: as range 3 plus poor vision can impact Targets in the IEP jointly Attention to colour and contrast to ensure on the development of fine motor skills. formulated and monitored with access to physical, practical lessons and Support in the setting as a QTVI and Habilitation environment. indicated by assessment to Habilitation: Officer facilitate inclusive and independent learning and to  Strategies to locate areas of provision safely Assessment of mobility, ensure safety.  Children require mobility aid such as sighted independence, orientation guide, cane skills to access environment safely. skills as appropriate following Work with Habilitation Officer; referral from QTVI/ medical frequency based on assessed professionals by Habilitation need. Require highly focused child centred strategies  Officer. to meet age/stage appropriate levels of Low vision aids and ICT independence and self help skills. Assessment of functional software as appropriate to meet  Extreme difficulty locating a peer in the vision for the purpose of assessed needs. environment. Habilitation. Large print materials to meet Specialist Environmental assessed needs. Audit of setting. Support in setting as indicated Access plans by assessment to facilitate inclusive and independent Risk assessment and Risk learning and to ensure safety. management strategies Child requires long term programme delivered and maintained by Habilitation Officer, frequency based on need. Ongoing reinforcement to be provided by the setting and home. 4 Reinforced transitional visits to new unfamiliar environments.

High level of support to parents/ siblings/ peers provided by Visual Impairment Team.

High level of training for staff to raise awareness of visual impairment.

Assessment by observation, Mainstream setting. Mainstream EYFS Curriculum made Support Plus Level of input from Educationally blind information from medical accessible for an educationally blind child QTVI. personnel and with the use of Considerable in an inclusive situation. assessment materials. individual and group Weekly visits from a QTVI to  Children registered blind and learning by non Planning based on current work to meet Presentation of learning materials in tactile work with the child and with sighted means. visual performance and curriculum and safety form including Braille. staff. prognosis of possible needs and to  Little or no useful vision. changes. facilitate inclusion Teaching methods based on experiential Training and written advice from and independence. and tactile learning with a strong verbal the Visual Impairment Team.  Very limited or no learning by sighted means. Targets in the IEP jointly emphasis. formulated and monitored with Support for parents and carers. a QTVI and Habilitation Skills as appropriate for an educationally Officer blind child: cognitive, language, social, Full time support in the setting tactile, mobility, independence e.g. to facilitate inclusive and 5 Assessment of mobility, Fantastic Fingers programme independent learning and to independence, orientation ensure safety. skills as appropriate following referral from QTVI/ medical Access to technician to assist professionals by Habilitation staff in the production of Officer. resources.

To be reviewed 2017 – 18 Assessment of functional Visits from Habilitation Officer; vision for the purpose of frequency based on assessed Habilitation to aid orientation need. skills. ICT for the child and for staff to Environmental Audit of produce Braille and other tactile setting. resources.

Access plans Braille and other tactile learning materials. Risk assessment and Risk management strategies Child requires long term programme, delivered and maintained by Habilitation Officer.

Skills taught in home, setting 5 and local environment including independent living skills.

Reinforced transitional visits to new unfamiliar environments.

High level of support to parents/ siblings/ peers provided by Visual Impairment Team.

High level of training for staff to raise awareness of visual impairment.

Age/Stage appropriate mobility aids