At RNIB we think it is time to develop a new approach to the inclusion of children with vision impairment in mainstream schools.
Children should be taught the skills to be self-reliant in their learning so that adult support is seen as the exception rather than the rule. We believe that recent developments in educational thinking and massive advances in digital technology now make this possible in ways that weren't previously available.
Social aspects of learning
It is increasingly clear that the social dimension of learning is just as important as providing access to the curriculum. Strategies such as direct adult support that might initially appear effective in helping children to learn can easily prove self-defeating if they make the learner feel and appear different from their friends in class. Children's independence and emotional wellbeing needs to be maximised in all aspects of their lives. This is the approach used by habilitation workers. There is also a growing understanding of the importance of including disabled children in decisions about their lives. It is so that support strategies are discussed with the child concerned and not simply agreed on their behalf.
Technology revolution and digital resources
The increasing accessibility of tablets and smart phones means that blind and partially sighted learners are now more able to use them rather than having to learn to use specialist add on software or being taught to use different equipment. At RNIB we view the latest technology advances as a crucial enabler for blind and partially sighted learners of all ages.
Developments in the availability of digital learning resources has led to the creation of Load2Learn, an online database of downloadable resources in accessible formats for print disabled learners. While much of the Load2Learn content is swiftly converted by adults into a student's preferred format, an increasing proportion now goes straight to learners themselves so that they can choose how they want to read it on their own devices.
Changes to support
It's time to challenge and change the support that blind and partially sighted children receive in school. Most people still assume that many children with vision impairment can only learn effectively if they are supported by an adult. At RNIB we have long argued that direct support should be kept to a minimum. Children should be taught the skills to work as independently as possible. Effective forward planning, advice from specialist teachers of children with vision impairment, and the right technology, should make much of the direct support unnecessary.
How technology is used
The following four films show children and young people with vision impairment discussing how they use technology to learn more effectively and independently.
Film 1: Wilson is 10 years old and uses a tablet
Film 2: Ismail is 13 and uses an electronic magnifier
Film 3: Ben is 14 and uses a tablet and a laptop
Film 4: Hannah is 18 and uses a desktop and an audio text reader
Independent learning conference
In November 2013, we held our first Independent learning conference - Skills for life in a modern world.
The key themes were:
- the changing role of technology in education - tablets, ebooks, accessible document creation, electronic magnifiers
- access to learning - tools that support an inclusive curriculum
- learning to access - skills that promote independent learning
- emotional competence - strategies that enable social inclusion
- breaking the mould - developing new support structures that encourage successful transition.
You can download presentations from the conference below
Tablet technology in the classroom - Robin Spinks, Principal Manager, Digital Accessibility, RNIB:
Accessible formats to support the curriculum - Sarah Morley Wilkins, Principal Manager (Centre for Accessible Information):
Supporting self advocacy - Three asks for an accessible education - Alistair McNaught, Senior Advisor, JISC TechDis:
Using vision in the real world - Mary Bairstow, Low Vision Services Implementation Officer, VISION 2020 UK:
Developing emotional competence - Gail Bailey, Child Psychology Consultant and author of 'Emotional Well-being for Children with Special Educational Needs and Disabilities':
Promoting independence through habilitation skills - Rosie Dunning, Habilitation Officer, Brent Council:
Managing support - Elizabeth Clery, Team Leader, Sensory Service, Brent Council:
Developing skills for independent learning - implications for transition- Graeme Douglas, Senior Research Fellow, Visual Impairment Centre for Teaching and Research, University of Birmingham:
Independent learning resources
You can find about resources that support independent learning here:
Right now we can only reach one in three of the people who need our help most. Please make a donation and help us support more blind and partially sighted people.Donate now