Visual Impairment Support

A QTVI is a teacher who has completed additional mandatory training in the specialist skills required to ensure the inclusion of students with (VI) in early years, education, and their community.

The type of support and where it is delivered depends on your child’s diagnosis of vision impairment and its impact, and may include:

• Preschool children (0-4 years)
• Family homes
• Early years settings
• Schools – mainstream and special
• Colleges – this is currently being developed

The team also collaborate with other professionals including habilitation specialists.

On the advice of the QTVI, some Children and Young People should receive an initial assessment of their mobility and independence needs conducted by a Registered Qualified Habilitation Specialist (RQHS). Habilitation training has two main aims:

• Maximising the personal independence of a Child or Young Person with vision needs ready for their life as a young adult, and
• Preparing a young person for moving on to college, university, apprenticeships, or work, as an independent young adult.

The type and frequency of support offered will depend on the level of vision impairment (mild, moderate, severe, or profound) as diagnosed by an Ophthalmologist and its impact on you/your child. Support may include:

• Promoting early development and learning.
• Assessing CYP’s remaining vision and functional skills.
• Strategies for curriculum access and independent learning.
• Inclusion training for teaching professionals and parents.
• Provide instruction and advice on Curriculum Framework for Children and Young People with Vision Impairment (CFVI).
• Teaching specialist skills such as braille literacy, the use of specialist equipment, and technology.
• Independent living and safe travel skills such as use of long cane.
• Advice on adapting and modifying curriculum and environments to be accessible.
• Promoting confidence, self-advocacy and connecting with community.
• Providing emotional wellbeing support and coping with vision impairment.
• Advice on access arrangements for exams.

Strategies to develop sensory and communication skills of CYP’s with additional or complex needs.Transition planning and preparing for adulthood.