Identifying your child's needs
Your child's school or early years setting will be concerned to identify special educational needs (SEN) so they can help your child as early as possible. Getting an assessment, and if necessary, a statement of special educational needs, can be a big part of this.
More information about
assessing your child's needs.
In Scotland, the term "additional support needs" (ASN) is used.
Does my child need to go to a special school?
Most children with sight problems and SEN have their needs met in a mainstream school. This process is known as inclusion.
However, if your child has or develops a severe sight problem and/or complex needs, they may be eligible to attend a special school.
Choosing a special school can be difficult - see school options for more information about the type of school or setting your child can go to.
Under fives: the Early Support Programme
In England, if your child is under five years, the support may be through the
Early Support Programme.
Ask your local authority or visual impairment service about Early Support. You can email RNIB's Helpline at
helpline@rnib.org.uk for their contact details.
What happens if my child has additional needs?
The emphasis is very much on assessing the child as an individual who has unique needs, so, if your child has multiple needs, they must all be addressed. For example, it would be unacceptable to place your child in a setting that specialises in their most pronounced need but which would be able to do little to support them with their other difficulties. See
complex needs for more information.
Extra support
Your child's school or setting may decide that your child needs extra or different help and this may require them to use different teaching strategies, or to provide your child with some support from an adult or access technology.
Help like this that comes from the school's own resources is referred to as "Early Years Action" when your child is in early years settings and "School Action" when they are at school.
Extra support - Early Years Plus and School Action Plus
If the support your child is receiving is not helping him or her progress adequately, the teacher or the school's SEN Co-ordinator should consult you about additional support. This could be from a teacher of the visually impaired (QTVI) or an educational psychologist, for example. Help like this in early years settings is referred to as "Early Years Action Plus", and when at school, "School Action Plus".
Individual Education Plans
Teachers sometimes have to use plans to monitor a child's progress. These can depend on which region you live in. Ask a teacher about:
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Individual Education Plans (IEP)
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Personal Learning Plans (PLP)
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and Co-ordinated Support Plans (CSP).
to see if they apply to your child.
SEN Code of Practice
A set of laws governs how children's SEN should be met. These laws mean that local authorities, maintained schools, early years settings and others have duties to identify, assess and provide for your child's needs. The code of practice provides very in depth advice for schools and local authorities - you could refer them to this advice if necessary.