Why do blind and partially sighted children and young people need support from specially qualified teachers? Take a look at the evidence here...
Cuts to specialist support services have the potential to dramatically affect the support children with vision impairment receive, and how well they do at school and in later life.
RNIB collects data on local authority vision impairment (VI) education services so that we can monitor changes to provision for children and young people. See the key findings from our 2015 Freedom of Information (FOI) request to local authorities in England.
Our information leaflet ensures that local authority officers understand the importance of maintaining specialist education services for children with vision impairment even when budgets are tight. It also explains the legal implications of changes that reduce specialist support.
At RNIB we would be pleased to advise local authorities on the issues raised in this document.
This section provides useful information to underpin the need for specialist services for blind and partially sighted children. The information is grouped into the five key areas:
There are several key areas where schools and local authorities have statutory obligations to children with special educational needs and/or disabilities in relation to the Children and Families Act 2014. Our SEND reforms page has guidance t to help support your case.
There are many policies, guidelines and standards relating to educational provision for blind and partially sighted children. These do not have statutory force but are useful to reference as effective practice.
Where there is clear evidence of the need for specialist support, it follows that there is a requirement for specialist intervention to address that need. This document contains the latest research evidence to highlight the need for this specialist area of support.
Provides a detailed evidence base of the effects of childhood vision impairment and gives recommendations for ensuring effective educational support and teaching practice.
Brings together research evidence on effective practice in teaching literacy through braille in mainstream settings. The findings are presented to be of practical use for teachers in their approaches to the teaching of literacy through braille to young children.
The reports in this section present evidence of the impact of models of SEN support on learners with a view to informing policy and practice.
This report reviewed the quality of external SEN support to schools and provides an analysis of good practice in six local authorities. Download this report on the Ofsted website.
This report examines the factors that promote good outcomes across a range of different provision for pupils with learning difficulties and disabilities. Download this report from the National Archives.
We have lots of advice and guidance on campaigning to help you campaign against cuts in your local area.
We are a leading source of information on sight loss and the issues affecting blind and partially sighted people. Access our statistics, evidence and reports in our research hub.Visit the research hub