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Experiences teaching visually impaired

Discussion in 'Special educational needs' started by Happyregardless, Sep 30, 2017.

  1. Happyregardless

    Happyregardless New commenter

    I would be interested in gathering ideas and experiences about teaching the visually impaired either in mainstreams of other settings.

    What works what doesn't with various individuals?
    How has RNIB contact and/or resources helped in any way?
    Have any other sight charities/local authorities helped in a practical sense?
    What training do you feel you need as a teacher to adapt to these students needs?

    I'm not an 'official' person for any particular company or charity - this is not corporate reseatch - just another teacher - an individual affected by sight loss herself ( now restored by surgery but not sure for how long and questions about the future etc) and my own personal experience created quite considerable will/drive to attempt to change things for the better, or at least question how society adapts or fails to - as the emphasis seems to be on the individual to adapt and not the other way around. as there seems very little practical support out there.
     
  2. minnie me

    minnie me Lead commenter

    Yes two students from memory in mainstream - Stargarts ( sp ? ) and Nystagmus ( sp ? ) . Both received support / guidance from the LA specialists on a when / where required basis but much of the provision was handled in house - we were very proactive with meetings / staff training / materials/ paper work / access arrangements / hidden curriculum. There was a suggestion that the student with juvenile macular degeneration would benefit from a move to a VI base but she refused and later the paraprofessionals congratulated us on how she had succeeded in our setting. I think we dedicated a TA to her for a while initially ? but she was very independent and wanted to roll with her friends who knew her / her needs best anyway ! She participated in a skiing trip with an additional adult . The other student 's needs were less complex. The key was in the transition ( Y6 - Y7 ) and in its execution and ensuring that staff were consistent and clued up.
     
  3. snowflakesfalling

    snowflakesfalling Occasional commenter

    Each LA should have a VI support service that helps the children and the teachers and support staff.
     

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