Teachers need to consider the following:
- Recommendations from specialist teacher for the visually impaired are being used to ensure an appropriate physical environment for the young person.
- Resources, such as relevant checklists and environment audits are used to inform classroom practice.
- Minimise glare form lights / boards / screens.
- Avoid shiny surfaces which may reflect light and cause dazzle – this can include laminated materials.
- Young people have access to positive role models by way of opportunities for paired work to support vision needs.
- Young people are appropriately seated to access the information and reduce distractions.
- Seating is considered so that the young person’s writing arm is on the outside edge of a shared desk.
- The young person’s feet are on the floor, or another platform, when seated to maximise stability.
- Potential fatigue factors are taken into account both in consideration of classroom based activities and other activities such as PE. Intersperse demanding short spells of learning activities with less demanding learning activities.
- There are identified areas suitable for personal care, physiotherapy programmes, quiet areas, breaks.
- School and classrooms are free from clutter. Have a consistent classroom layout so that the young person can access all areas.
- There are alternative locations for play as well as the main playground area in response to individual needs.
- School trips and extra-curricular activities are carefully planned with risk assessments completed to ensure that reasonable adjustments are made when necessary for individual needs.
- There is flexibility to make temporary reasonable adjustments to the learning environment as required following illness or injury.