"I soon learnt to speak out when I felt I was not receiving the support I needed. I do believe that this was an important lesson to learn".
Becky shares her story...
Diagnosis
At the age of eight I was diagnosed with a condition called Stargardt's disease, which is a form of macular degeneration. At that time I could read most sizes of text, and I didn't have any mobility problems at all. Prior to this I had worn glasses but had normal vision.
Primary school
After the summer, as I entered Year Four, I was no longer able to read the board. I assumed it was because I needed a new prescription for my glasses. I managed at school for a short while by asking my friends to read things off the board, but after months of eye tests and trips to Addenbrooke's Hospital, my eye condition was diagnosed and adjustments were made at school.
Growing up with sight loss
From what I can remember, my sight loss did not dramatically affect my life. This was because my friends and I were so young - we just accepted it and grew up with it.
In school I had a learning support assistant for a couple of hours every day. I can't really remember having the support, so it can't have bothered me very much.
Learning to type
In year four I was also taught to touch type. I remember thinking it was pointless learning it at this stage, because I could see well enough to write. I was also given a CCTV scanner and a laptop in year six. I didn't see why I needed this equipment, but everyone thought I was cool because I had a laptop, so I was quite happy!
With hindsight, I now realise that I was very lucky to be told at such an early age what skills and equipment I would rely on in the future.
Secondary school
Moving up to secondary school was an eye opener.
Up until this point I really didn't think there was anything particularly different about me. But when I went to secondary school my peers found it very strange that I did not look directly at them. This was the first time I realised that I didn't look straight at people.
Using a laptop
Using a laptop in lessons and having enormous enlarged text books also made me different, and my peers naturally asked no end of questions. No one was ever nasty to me though - they just had no understanding. People didn't bully or exclude me because of my disability.
Help from an ancillary worker
At secondary school, I had a full time ancillary for the full seven years. I couldn't have asked for anyone better - she was brilliant!
She only helped me when I asked for help. She didn't tell me off like a teacher would - this was really important, because it meant that I wasn't excluded or made to feel different in any way. As long as I was sat on the end of a row of desks, I could still sit with my friends and not miss out socially.
As well as sitting in classes with me and dictating what was written on the board or rewriting it, my ancillary produced all of my books and handouts in large print. At the time I didn't really appreciate how much time this would have taken her. I was very lucky - it was always ready for me when I needed it.
Going to university
The biggest challenge yet
University was without a doubt my biggest challenge. Within the first six months of university, my eyesight drastically deteriorated and I was no longer able to read printed text.
Unlike at secondary school and sixth form where everything was simply enlarged through photocopying, I now had to use screen reading software and personal assistants. This was a really difficult adjustment to make. Having someone read to me for up to eight hours a day and taking all of the information in, was a skill which took quite some time to develop, but by my final year I was a pro!
Getting support from disability services
I also had to arrange all of my support through disability services, which was frustrating at times. There were occasions where I had asked for personal assistants but I was not allocated anyone, which subsequently meant I fell behind with my work.
However, I soon learnt to speak out when I felt I was not receiving the support I needed. I do believe that this was an important lesson to learn.
Graduation
At the end of the three years, all of the hard work had paid off when I graduated with a First Class degree.
Feelings about university
Despite my work taking me so much longer to complete, I still had a very full active social life at university. I was never excluded socially. What was really refreshing about university was that my peers had a greater awareness of disability and were more accepting than my peers had been at secondary school. At university I found that people would notice I had something wrong with my sight, but wouldn't point it out or ask any questions, they just got on with it.
Getting a job
When I finished university I had no idea what I was going to do in terms of a job. I also had very little work experience, as during my degree I was unable to commit to a part time job due to the extra time I would spend on my work. I really felt that I lacked the experience of my competitors.
Applying to RNIB's Trainee Grade Scheme
Soon after I graduated I applied to the RNIB's Trainee Grade Scheme, which was the best thing I could have ever done. Through the scheme I gained the skills and experience I lacked in a supportive environment. It provided me with the opportunity to work out how I could use access technology to do the tasks I was required to do in employment.
Working life
From my time as a Trainee Grade, I decided I wanted to stay working within the voluntary sector.
Since leaving RNIB, I have moved to London. I now work full time for a national charity co-ordinating courses for individuals with spinal cord injuries.