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Tesco Accessible recipe guides, for free

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Tesco Accessible recipe guides, for free

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Whether you're searching for easy dinners, flavoursome fakeaways, throw-together traybakes or something sweet, we hope you enjoy cooking from this collection. Below you can click on the format that best suits your needs. Happy cooking!

Braille

Join the braille waiting list

Prefer to cook with braille? Numbers are limited, so register your interest to join the waiting list. We will email you the moment your free braille copy is ready to order.

Thank you. You are on the braille waiting list, and we will be in touch as soon as copies are ready.

You are £300.00 away from free shipping

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Tesco Accessible Braille Recipes: Register Your Interest | RNIB Shop

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Gruffalo Granny, the first new Gruffalo story in over 20 years, launches in braille on 10 September. Register your interest with RNIB Shop today.

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CVI Strategy Handbook - Supporting CYP in Mainstream Schools

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CVI Strategy Handbook - Supporting CYP in Mainstream Schools

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The Visual Impairment Team in the Sensory Support Service team supports children and young people who have a visual impairment. A child/young person can be referred by a clinician or educational setting.  We can then assess their needs and provide appropriate support and advice. The team also provides support to parents / carers and educational settings.

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Sensory Support Service - Vision Impairment - Living Well Warrington

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The Visual Impairment Team in the Sensory Support Service team supports children and young people who have a visual impairment. A child/young person can be

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Vika’s FUN-tastic Friday! A brand new online youth club for young people aged between 9-15 years old that has a vision impairment.

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Vika’s FUN-tastic Friday - Autumn Sessions - New College Worcester

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Welcome to Vika’s FUN-tastic Friday! An online youth club for young people aged between 9-15 years old that has a vision impairment.

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For specific advice please ask your QTVI

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victaparents.org.uk - Information and support for families of a child is blind or partially sighted

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The VICTA Parent Portal is a one stop information hub for all parents and carers raising a child who is blind or partially sighted.

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Tips to promote the development of basic concepts and prebraille skills in young children who are blind or visually impaired

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Teaching Basic Concepts and Pre-Braille Skills – Paths to Literacy

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Paths to Literacy Teaching Basic Concepts and Pre-Braille Skills. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Lower visual field loss - depth perception

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Lower visual field loss - depth perception

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General advice. Contact your QTVI for more specific advice.

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RNIB braille resources can help anyone learn to read braille easily

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RNIB braille resources can help anyone learn to read braille easily

Anyone can learn braille and, like anything else, the more you practise, the better you get.

We offer a range of courses and training sessions, as well as some free resources and fun introductions to braille.

We believe braille is a vital tool for anyone who is blind or partially sighted. Whatever age you are, why not give learning braille a go.

Learning the braille code is relatively simple, although it can take a while to train your fingers to sense the dots by touch. Whether you are learning braille for yourself or to support someone else, we have resources that can help you. Our learning section has a wealth of information about learning braille and the courses and support we can provide, including learning resources for both touch and sighted learners.

If you're losing your sight and you're considering learning braille, we'd recommend that you learn braille by touch rather than by sight. If you need support coming to terms with your sight condition, you can call our Helpline on 0303 123 9999or email [email protected]

The braille alphabet card shows the embossed braille alphabet, punctuation marks and numbers, together with the print translation. The braille alphabet card shows the embossed braille alphabet, punctuation marks and numbers, together with the print translation.  For more information, please contact our helpline on 0303 123 9999 and quote product code: PR10223

Whether new to learning braille, supporting someone who reads braille or an experienced braillist, we have everything you need.

LEGO® Braille Bricks

LEGO® Braille Bricks is a playful tool to teach braille to children with vision impairment, tested and developed by the LEGO Foundation in collaboration with RNIB. It is widely available within education establishments, from local authorities in the UK, and in online shops.

RNIB Shop

We've got hundreds of products designed to improve the day-to-day lives of blind or partially sighted people

RNIB Shop

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Learn braille with RNIB's braille resources. We offer a range of courses and training sessions, as well as some free resources and fun introductions to braille.

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Guide Dogs UK Support for Parents and Families

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Guide Dogs UK Support for Parents and Families

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Discovering your child has a vision impairment can be a worrying and confusing time but we're here to give emotional and practical support to you and your family.

We know that consistent and informed support for the whole family, including grandparents, brothers and sisters, is invaluable for parents of a child with a vision impairment - that's why our experienced experts have put together this information and advice.

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Guide Dogs' Family Support gives the families of children with visual impairment emotional, practical support, advice and information. We provide emotional and informed support for the whole family. Find out more here

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The early years are crucial for children's development, and it can be difficult to know what to do if your child struggles to communicate their sensory needs.

As a parent or carer, you play the largest roles in the happiness, development and progress of your child. There may be a lot of Early Years professionals involved in your family life because of your child's vision impairment, which can be overwhelming at first, but you'll very quickly become an expert in your little one's eye condition too.

From finding accessible toys and games, to supporting the development of social skills and learning, find out how we can help.

The  Developmental Journal for babies and children with vision impairment (DJVI), developed by Great Ormond Street Hospital Developmental Vision team, is a structured early intervention programme. It systematically tracks development and vision progress from birth to age three (or equivalent developmental age) by:

Helping parents and practitioners track and understand the child's achievements, progress and development.

Supporting goal setting and guidance to promote vision and general development.

Supporting interdisciplinary and interagency work.

Supporting communication between parents and professionals

Identifying areas of difficulty early for increased support.

Parents, health professionals, Qualified Teachers of children with Vision Impairment (QTVIs) and Habilitation Specialists can use the DJVI together to track, shape, support and celebrate each child's new skills and abilities as they grow.

Research  carried out by Great Ormond Street Hospital's Developmental Vision team /UCL (commissioned by RNIB, Fight for Sight and GOSH Children's charity) provided evidence that children up to the age of 3, with severe vision impairment, make better progress in their development and behaviour when supported using the DJVI, than children receiving other forms of support. The DJVI also helps parents feel better assisted.

The DJVI may be delivered to families as part of the support provided by health and local authority vision impairment services (QTVIs and Habilitation Specialists), and they should have a professional licence and training to use it in their support of each child.

RNIB's experience reflects the research findings, and promotes use of the DJVI as best practice in our policy statements: Policy Statement on Early Years Intervention and Support for Babies with Vision Impairment. If your child is not currently being supported with the DJVI, you can ask your paediatrician or QTVI about it, or contact us for further advice at: [email protected]

We have produced a number of guides to support you and your young child.  Download our early years guide for advice on choosing an early years setting for a child with a visual impairment:

Our Focus on foundation guide offers practical ideas for the successful inclusion of children with vision impairments in early years settings including reception classes. It is written for all who work in early years settings but may be of interest to parents:

The following Mobility and independence guide has information on movement in the early years for children with vision impairment. It suggests ways of encouraging mobility from birth onwards, including for children with complex needs. We also cover some ideas and tips to help you teach daily living skills:

Our Social inclusion and social bonding Guide is aimed at Nursery level children, looking at some ideas to encourage blind and partially sighted toddlers and pre-schoolers to learn to socialise and make friends:

Infant massage is wonderful and supports the physical, sensory and emotional development of children who are blind or partially sighted. We cover ideas that will stimulate, relax, relieve, and encourage your child to interact in new ways:

Learning through play in the early years covers a range of topics including advice on play, movement and touch as well as suggestions for how to create treasure baskets and sensory development resource boxes:

Our sensory play guides outline the importance of play for children with a vision impairment. They describe different types of play, and provide information on choosing toys and creating play environments to support children in their play:

Further support

Our team of regionally based Children, Young People and Family Support Officers is here to help. If you can't find what you're looking for, or you'd like to talk further about any of the above, then please email us at [email protected] or call us on 0303 123 9999.

We're here for you

If you have a question about living with sight loss we're here to offer support.

Call 0303 123 9999

"Alexa, call RNIB Helpline" on Alexa-enabled devices

Living with sight loss

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Get advice on the support available for parents of children with a vision impairment. There are many professionals that can help to work together with parents.

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RNIB Advice - What to look for when choosing an Early Years Setting for your child.

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RNIB Advice - What to look for when choosing an Early Years Setting for your child.

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Tech for All | Guide Dogs

Assistive technology for children with a vision impairment. For specific advice please speak to your QTVI.

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For specific advice, please ask your QTVI.

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A Guide to VI Friendly Sport by British Blind Sport

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A Guide to VI Friendly Sport by British Blind Sport

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For specific advice, please ask your QTVI.

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A Guide for supporting visually impaired CYP in the pool.

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A Guide for supporting visually impaired CYP in the pool.

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For specific advice, please ask your QTVI.

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For specific advice, please ask your QTVI.

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For specific advice, please ask your QTVI.

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Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval.

Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make 'reasonable adjustments'.
Reasonable Adjustments
The Equality Act 2010 requires an Awarding Body to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

A reasonable adjustment for a particular person may be unique to that individual and may not be included in the list of available Access Arrangements.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment.

There is no duty on the Awarding Bodies to make any adjustment to the assessment objectives being tested in an assessment.
Special Consideration
Special Consideration is a post examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment.

Forms

Within this section you will find JCQ forms for Access Arrangements, Reasonable Adjustments and Special Consideration.

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Access Arrangements, Reasonable Adjustments and Special Consideration - JCQ Joint Council for Qualifications

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Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval. Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.

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Set up vision-related accessibility features on iPad

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Set up vision-related accessibility features on iPad.

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Making Chromebooks accessible

for people with disabilities

Chromebooks come with helpful accessibility features created using inclusive design principles and based on user feedback, to empower people with disabilities to learn, play and connect.

Browser zoom

Browser zoom allows visually impaired people to magnify just their browser window while everything else, like the tabs and icons, stays the same size.

Display size

People can choose to enlarge all on-screen text and visuals, and easily revert back if necessary.

Full-screen magnifier

Zoom in on Chromebook to get a closer look at text and images. Full-screen magnification on Chromebook makes on-screen content easier to see by making the screen up to 20 times the default size.

Docked magnifier

Some people may not want to alter their entire viewing experience. The docked magnifier allows people with visual impairments to magnify just the top third of their screen, while the rest of the screen is resized to fit in the bottom section.

Font size

Chromebook lets those who are visually impaired adjust font sizing to make reading easier while leaving other aspects of the display at their default size.

Large mouse cursor

A larger cursor can make a big difference. Chromebooks enable people to enlarge just the mouse cursor so that it's easier to see.

Invert colours

with a quick keyboard shortcut

High contrast mode inverts colours to make on-screen content easier to read for people with low vision or for those working in bright environments. It can also reduce the effects of screen glare to make working more comfortable in any environment. Try the shortcut: Ctrl + Search ( ) + H to activate it.

Customise caption styles

Easily adjust caption size, colour and typeface for a customised closed caption experience. Select 'Captions' in your Chromebook's accessibility settings to update these features.

Mono audio

People who are hard of hearing can select mono audio to play the same sound through both speakers so that they don't miss content in stereo sound. Select 'Mono audio' in your Chromebook's accessibility settings to use this feature.

ChromeVox

ChromeVox, Chromebook's built-in screen reader, helps people who are blind or with low vision by making the computer speak every time that they move their focus by using their mouse or keyboard. Chromebook can also be used with a refreshable braille display.

Select to Speak

With Select to Speak, choose specific lines or sections of the screen to be read aloud. While Chrome OS reads the selected words aloud, each word is highlighted visually, which can be especially useful for people with dyslexia, new language learners and more.

Text-to-speech settings

Text-to-speech settings allow people to customise voice, speech rate, pitch, volume and more for optimal accessibility.

On-screen keyboard

People can input information on a Chromebook in a variety of ways beyond a traditional keyboard: via an on-screen keyboard, using a mouse, connected joystick, touchscreen or even handwriting.

Touchpad settings

To make clicking more accessible, people with dexterity impairments can customise touchpad settings to enable automatic clicks, tap dragging or tap-to-click functionality.

Physical keyboard settings

Customise how Chromebook's physical keyboard responds to touch.

Sticky keys

Sticky keys can help people with dexterity impairments more easily use keyboard shortcuts. This feature makes it possible to press only one key at a time in sequence to activate a keyboard shortcut, instead of having to hold down multiple keys at once.

Type using your voice with

The dictation feature on Chromebook lets people enter text into any field using their voice. Dictation can be especially helpful for those with motor disabilities or dexterity impairments, or anyone who wants to take a break from typing. In your Chromebook's accessibility settings under 'Keyboard and text input', select 'Enable dictation (speak to type)'.

How to turn on

Chromebook accessibility features

Step 2

Navigate to the bottom of the menu and select 'Advanced'

Step 3

In the 'Accessibility' section, select 'Manage accessibility features' to choose the features that you want to enable

Google for Education

Students in the same classroom learn in different ways. That's why Google for Education products, including Chromebooks and G Suite for Education, are built with accessibility in mind, to help every student achieve their full potential.

Android accessibility

Learn about more accessibility tools on Android.

Meet the team

David Tseng, technical lead for Chrome OS accessibility services, shares how he's dedicated his career to using technology to break down barriers for people with disabilities.

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Accessibility for people with disabilities - Google Chromebooks

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Making Chromebooks accessible for people with disabilities Chromebooks come with helpful accessibility features created using inclusive design principles and based on user feedback, to empower people with disabilities to learn, play and connect. Browser zoom allows visually impaired people to magnify just their browser window while everything else, like the tabs and icons, stays the same size.

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Curriculum Framework for Children and Young People with Vision Impairment (CFVI)

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Curriculum Framework for Children and Young People with Vision Impairment (CFVI)

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Living Paintings - Touch To See Tactile Books

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Living Paintings - Touch To See Tactile Books

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Free postal library with a range of tactile books for blind and partially sighted people.

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A few things have changed (for the better) and others may have moved around a bit. You can browse our library, log in to your library membership account or join our library. If you get stuck give us a ring on 01635 299 771.

Menu

Our audio and tactile books transform lives.

Our free postal library of Touch to See books provides access to the visual world for blind and partially sighted people of all ages. Browse or Join our library online or donate now to support our work.

Fly away on a magical journey with The Snowman. We've brought this classic wintry tale to life with tactile pictures of the Snowman and Father Christmas, braille and an atmospheric audio guide read by BBC presenter and Simon Reeve.

Select an option to discover services relevant to you.

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Follow us on social media.

We have a number of social channels for you to enjoy our content and connect with us.

Useful links

Below you'll find useful links including our Privacy Policy and accessibility statement

Our charity information.

Charity name:

The Living Paintings Trust

Registered Voluntary Charity No:

1049103

A Company Limited by Guarantee. Registered in England No: 3095963.

Our address:

Unit 8 Kingsclere Park, Kingsclere, Newbury, Berkshire, RG20 4SW

Call us:

01635 299 771

A Considered website.

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Our free postal library of tactile and audio books provides access to the visual world, books and learning for blind and partially sighted people in the UK. Browse or join our library online, or support our charity by donating today.

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https://www.guidedogs.org.uk/getting-support/help-for-children-and-families/living-independently/customeyes-books/

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A postal lending library of children’s books in print and braille, and tactile books.

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Our books all have braille, print and pictures. This allows children with little or no sight to share books with their sighted friends and family, and adult braille readers to enjoy stories with sighted children. There are over 14,000 books in the collection, catering for children from birth until they're independent readers. We have fiction and non-fiction in uncontracted (grade 1) and contracted (grade 2) braille and Moon - everything a young reader could want from The Very Hungry Caterpillar and Peppa Pig to Katie Morag, Dick King-Smith and books about space.

We add lots of new ClearVision books each month to make sure the collection is up-to-date and children with a visual impairment can enjoy the same titles as their sighted friends. We also have the UK's only loan collection of fully textured tactile books, in which every illustration is specially designed to be explored by touch, so children can enjoy fully-accessible pictures too.

Children learn to love books and become confident readers through shared reading. Confident reading helps maximise educational attainment and lets children make the most of their opportunities in life. With ClearVision books visually-impaired children and adults can enjoy all the pleasure, comfort and excitement reading together brings.

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ClearVision is a postal lending library of children's books designed to be shared by visually impaired and sighted children and adults. We lend books all across the UK and Ireland.

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In today's world, being able to use a computer (laptops/desktops) effectively is crucial, especially when it comes to getting the most out of your education. As a blind or partially sighted student, computers can provide a brilliant gateway into learning and careers.

During your time at school, college or university, most of the work you'll be doing will involve using a computer: accessing course material like lecture slides and class handouts, making notes, conducting independent research, using email and calendars, completing exams and writing essays/coursework. That's why it is vital you are able to access computers effectively and independently.

If you're struggling to use a computer because of your vision, please don't worry, there are a wide range of accessibility features built-in to computers to help you use them like a pro. Any one of these features could transform the way you access your education; empowering you to learn in a way which is easier, more productive and works for you. This will help you to be more independent, able to overcome the challenges ahead and get to where you want to be in your life.

We know getting started can seem difficult, that's why we created this guide. We will go through some of the ways you can make your computer accessible; covering the different accessibility features already built-in to your computer, how they work and how you can get started right away!

Top tip - give it a go and hang in there!

Accessibility features can take a bit of getting used to at first, so it is a good idea to approach things positively and with an open mind, give things a go and put in some practice. If you're not sure whether a feature is working for you, stay with it; you could surprise yourself, after a couple of goes you might be wondering how you managed without it!

Common built-in accessibility features

Computers come in different shapes, sizes and running different software. This can affect what accessibility tools and features you will have access to, but there are some features that are built-in on most types of computer.

Top tip - you can access built-in accessibility features anywhere!

One of the great things about built-in accessibility features is you do not need to install anything to use them. This means you are likely to be able to log into any computer at your school, college, university or library and have access to the accessibility options you need.

Here are some of the best common accessibility features to be aware of:

Screen reading

A screen reader is a really useful feature which allows you to interact with a computer/device without having to see what is happening on the screen. Using the keyboard, you can move around the screen while the screen reader reads out the content you are selecting. If you are unable or struggle to see what is displayed on a computer's screen, using a screen reader could transform the way you access your computer.

They can be especially handy for reading and interacting with text-based content such as lecture notes/handouts, books, websites and word-processing. Screen readers are not just super-useful for blind students, they can improve the productivity of partially sighted students too. Allowing you to navigate applications faster, make reading easier, reduce eye strain and improve typing accuracy.

You can use a screen reader in class to listen to your lecture notes/handouts, read books more comfortably and listen back/check over your written work to see if it sounds good. And don't worry about other people hearing your screen reader, you can use headphones.

Check out the pages later in this guide to discover how to get started with the built-in screen reader on your Windows, Apple or ChromeBook/Linux computer!

Magnification

This is a feature built-into most computers which allows you to enlarge content on the screen. You can zoom in and out, magnify part or all of the screen, use the mouse to move around what is being displayed or follow the location of the cursor.

Magnification can be great for zooming in on text and images you are struggling to see, such as lecture notes, worksheets, web research, graphs and diagrams and anything else that appears on your screen.

Using magnification could make all the difference between you being able to use a computer or not. At first it might seem a bit disorientating but stick at it as you will get used to it quicker than you think. Try starting with low levels of zoom and gradually increase it until you find the right level and have a play around with the different options.

Find out what built-in magnification features are available on Windows, Apple and other platforms and how to get started with them by using the links at the end of this page!

Colours, font size and screen resolution

Depending on your sight condition, changing the way colours and the size of content is displayed on your screen can make a crucial difference in how you access your computer.

Most computer platforms give you plenty of options to set things up the way that is effective and comfortable for you. Even small changes can make a big difference, for example, switching the colours to light text on a dark background or boosting the size of text fonts could make things much easier to see and navigate.

if you find using a large display doesn't make everything larger, or your laptop is a little too small, you can also adjust the screen resolution settings on your computer to help adapt the screen to your needs.

Finding the right colour and size options could make it much easier and quicker to read through things which have a large amount of text during your studies, such as books, web research, assignments, worksheets and exam papers. Think how much time and eye strain you could save!

The pages later in this guide walk you through the different options on Windows, Apple and other platforms, so check them out!

Mouse pointers and cursors

If you find it difficult to locate the mouse pointer or text cursor, there are settings which allow you to alter its shape, colour and size. This could be a major productivity boost if you currently spend too much time searching for or losing the mouse pointer/cursor on screen.

Using braille

If you use braille and have a relatively modern braille display or note taker, you can use it to read and control your computer. Find out more about braille equipment on our Useful accessible accessories for education page.

Getting started with accessibility on your computer

Now that we have talked about some of the common accessibility features you can find built-in to most computers, it is time to get started with actually using them! Computers run on different platforms, called operating systems (OS). This means how you use and activate the built-in accessibility features can vary. The most common operating system you are likely to come across during your studies and work life is Microsoft Windows. There are other platforms you may also use such as those found on Apple Macs, Google ChromeBooks and Linux.

We have divided the rest of this guide into sections for each platform, where you can discover and explore what features are available, what they do and how you can get started with using them right now. Check out the sections and get started!

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Make Your Computer Accessible for Education - Thomas Pocklington Trust

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Discover how to use built-in accessibility features on computers to empower blind and partially sighted students in education. Covers Windows, Apple, ChromeBook and Linux.

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Make your computer accessible for education: a guide for blind and partially sighted students

Computers are a vital tool when it comes to getting the most out of your education. As a blind or partially sighted student, knowing what accessibility features are at your disposal and how to use them can super-charge your learning. For a refresher on how computers can help you during your studies and what some of the common accessibility features are, check out the homepage for this guide.

Microsoft's Windows operating system is the most widely used platform for desktop and laptop computers. It is likely that your school, college or university will be using it. Windows is also very popular in homes, offices and workplaces around the world. So, it is a smart idea to know your way around a Windows computer and how to use its built-in accessibility options.

The good news is, Windows has a great range of built-in accessibility features for you to explore. Trying out new tools and features can be challenging at first, but it is always worth persevering, giving yourself a chance to learn them and get used to how they work. Give them a try, you might wonder how you managed without them!

Let's take a look at what accessibility features are available on Windows and how you can get started with them right now!

Jump to: screen reading, magnification, colours and contrast, screen resolution and text size.

How to find accessibility settings on Windows computers

On a Windows computer, it's easy to get started with accessibility features, just go to the Settings app. Type in 'settings' in the Windows search bar for a quick way to get there.

On Windows 11, the settings app is laid out in a two-column view, with main options appearing in a vertical list down the left-hand side. From this list, simply click the 'Accessibility' button and you should be good to go. On Windows 10, you can reach the accessibility settings by clicking on the large button labelled 'Ease of access' which should appear on the main page of the settings app. Search for 'ease of access' in the Windows search bar for a shortcut.

Top tip - built-in accessibility features work anywhere, even the login screen!

If you're on a shared computer, such as those found at your school or university, don't worry! It's easy to get to all the accessibility settings you need from the Windows login screen. Simply click on the accessibility icon (a picture of a stick-person or a wheelchair). If you are unable or struggle to see the screen, the keyboard shortcuts for activating the accessibility features like Narrator and Magnifier (covered later in this page) will come in very handy.

Top tip - learn keyboard shortcuts

Learn as many keyboard shortcuts as you can! It will make a massive impact on how fast and efficiently you interact with and navigate your Windows PC. You can access some of the most important accessibility features using a keyboard shortcut. This means that you don't have to enter any menus to activate them. You can also quickly perform actions such as copy/paste and window switching. It's also a smart move to learn the shortcuts relating to word processing and working with text. These all add up to a major boost to your productivity! Check out this list of useful keyboard shortcuts on Windows.

Narrator - screen reader

On Windows, the built-in screen reader is called Narrator. If you are unable or struggle to see what is displayed on a computer's screen, using Narrator could transform the way you interact with your computer, enabling you to use it without having to see what's on the screen. As you move around the content and user interface using the keyboard, Narrator will read out what you are focusing on.

To turn Narrator on and off, use the keyboard shortcut (ctrl + Windows key + Enter). One of the handy things about Narrator is you can also use it during Windows setup and Login screens. This could definitely make life a lot easier!

Top tip - try NVDA

If you find Narrator useful, but want something with more features, NVDA could be what you're looking for! NVDA is a powerful but free screen reader you can install on your computer, providing a wider range of features. It's quite easy to get started with, thanks to some great online learning resources published by the American Foundation for the Blind. Why not give NVDA a go!

Top tip - connect a braille display

If you use a braille display, did you know you can connect it to Narrator? This allows you to have Narrator's spoken output delivered to your braille display, so you don't have to listen to the screen reader. It's easy to get started, simply follow Microsoft's guide and check their list of compatible braille displays.

Magnifier - magnification

If you want to make content on your screen bigger, the built-in ' Magnifier' app is there to handle your magnification needs. It allows you to zoom in and out, magnify part or all of the screen, move around with the magnification following your mouse pointer or cursor and even basic read aloud features.

You can quickly activate this app by using the keyboard shortcut (Windows key and '+'), or by searching for 'magnifier' on the Windows search bar.

Magnification can sometimes be a bit disorientating when you first use it, but don't worry, once you've learnt how it works and have got comfortable, it can make using your computer much easier! Try starting with low levels of zoom and gradually increase it until you find the right level and have a play around with the different options.

Top tip - use Magnifier to read text (selective screen reading)

Sometimes all you want is for some content to be read out to you, rather than having to read everything yourself. But if you don't want to use a full screen reader, you can use a feature called selective screen reading instead. On Windows, Microsoft have built reading features directly into the Magnifier app. With this feature, you can click on any textual content on your PC and have the computer read it aloud to you. Magnifier allows you to do this whilst you're zoomed in, but you can zoom out and just use the reading features if you prefer. Why not take it for a test drive, it could be just what you need!

Colours and contrast - making things easier to see

Changing the way colours are displayed on your computer could make a big difference to how accessible it is. By default, most content on your computer's screen will be displayed as dark text on a light background. This might not be a colour combination that works for you, causing eye strain or glare. Sometimes just flipping the colours to light text on a dark background can make the screen much easier to see.

Dark mode

To quickly flip these colours in many apps, you can use 'Dark mode'. Dark mode is available both on Windows 10 and Windows 11. It is activated in your computer's personalisation settings and can take effect in most supported apps, including Microsoft Office. If you're using a shared computer such as those at your school, college or university, you might need to ask the IT support staff to enable this feature for you.

Colour filters and high contrast

Windows also has a variety of colour filter options and contrast themes available. You can find these options by searching for 'colour filters' and 'high contrast' on the Windows search bar.

Try experimenting with the different colour settings and see what works for you!

Top tip - adjustable mouse pointers

On Windows, it's easy to change how your mouse pointer appears on the screen. By default, the pointer is white, but if that's hard for you to see then you have plenty of options. You can change both its size and colour to whatever combination works for you. There's also an inverted mode, which switches the colour of the pointer between black and white, depending on the colour scheme of the app you are in.

And, if you really want to get creative, you can further customise your mouse pointer to be any image on your computer. That could get interesting...Check out how to change the mouse pointer in Windows 10 or how to tweak the mouse pointer in Windows 11 to get started!

Screen resolution and text size - making things bigger

Accessibility features such as magnification are great, but what about those times when you wish everything was just bigger to start off with? Thankfully, on Windows there are two ways you can make the content larger on your screen, without having to use any additional accessibility features.

As Microsoft puts it, you can either 'Make text bigger' or 'Make everything bigger'. These settings can be accessed from the Display settings menu. Choosing the option to make text bigger will adjust the font size used to display text on your computer. It's important to note that this won't take effect in every application. This is why it's a good idea to check out the apps you use first after applying this setting to find out if this works for you.

If you still want larger content, or making text bigger didn't work out, you can use the option to 'Make everything bigger'. You will find a percentage value which is set to 100% by default. Selecting a larger value such as 150% will apply a setting called scaling to your screen and should make content appear larger.

If you need to make any further modifications to the size of content on your screen, you can also adjust your screen resolution manually. If you do this, the lower the number, the larger text should appear. However, when changing these settings, content might not fit properly on the screen, so it could be a good idea to get some sighted assistance to check you're getting the desired effect.

Helpful links

Check out these links for more information about accessibility features on Windows:

Useful accessories you might want to try out

Computers are amazing, but they can be even more powerful when you use them alongside other accessible pieces of kit. Bone conduction headphones, braille tech, electronic magnifiers and much more can all help to super-charge your ability to thrive in education. Check out our Useful Accessible Accessories for Education page to find out more!

Getting the best tech and support for your needs

The technology and features we explore in this guide are a great place to start when it comes to making it easier for you to access your education. But it is important to bear in mind, these are free tools and it is likely you could benefit from more sophisticated (and more costly) tech, software and equipment. So, it is vital your school, college or university support you to explore all available options and use the best solutions possible.

There are a number of ways the right technology can be purchased for you which will not cost you anything. If you are at school or college, speak to your QTVI and other disability staff about funding. If you are studying at university, you can get funding for equipment via Disabled Students' Allowance (DSA).

The things you do to access your learning are only one piece of the puzzle, your school, college or university have an obligation to do everything they can to support you and make your learning experience as accessible as they can. Find out more about the support you can get: The Professionals There to Support You at School; Six Steps for Starting Secondary School; getting the Right Support in Place at College; The Professionals There to Support You at University.

Need support with accessing your education?

Our Student Support Service is here to support blind and partially sighted students aged 11+ to get the most out of their secondary school, college and university education.

Our webpages have a wealth of information, guidance and stories which you may find useful, so check them out!

If you have any questions or would like support in accessing your studies, please reach out to us by visiting our Student Support Service homepage.

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Windows - Built-in Accessibility Features - Thomas Pocklington Trust

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Find out about the built-in accessibility features on Windows computers and how blind and partially sighted students can get started with using them in their education right now.

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Thomas Pocklington Trust - Secondary School

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Thomas Pocklington Trust - Secondary School

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Some resources to help support young blind and partially sighted people through their studies at secondary school.

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Make It Easier To See – Simple Ideas to help people with cerebral visual impairment and brain based visual problems

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This video gives a quick intro into why it matters to Make It Easier to see. For specific advice, please ask your QTVI.

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Autistic Spectrum Disorder and Visual Behaviours

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Autistic Spectrum Disorder and Visual Behaviours

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Autistic Spectrum Disorder and Visual Behaviours ASD can affect the way people use their vision – it is common to become overwhelmed by lots of sensory input. Some people deal with this by &#…

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School Resources (partsight.org.uk)

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Our last posting day before Christmas will be on Thursday 21st December. All orders made after this date will not be processed until Monday 8th January 2024. We apologise for any inconvenience this may cause.

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The store will not work correctly when cookies are disabled. JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser. Our last posting day before Christmas will be on Thursday 21st December.

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‘What do we see 2 – How the world looks to vision impaired children and young people‘ simulates the five  most common conditions affecting vision impaired children and young people in the UK today.

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Skip to content

Our new video ' What do we see 2 - How the world looks to vision impaired children and young people ' simulates the five most common conditions affecting vision impaired children and young people in the UK today.

In this video we have simulated the conditions in an educational setting and used augmented reality to show how things typically look to those living with: Nystagmus, Retinitis Pigmentosa, Cataracts, Retinopathy of Prematurity and Optic Atrophy.

It is the follow up to our popular video 'What do we see? How the world looks to blind and partially sighted people'

Huge thanks to the Nystagmus Network, RNIB and Dr Lola Solebo at Great Ormond Street Hospital for their input in the creation of this video. And to the staff and pupils at North Bromsgrove High School & Sixth Form in Worcester.

Watch the video below

You might also be interested in...

There are a wide range of eye conditions that can cause sight loss. Here are some of the most common eye conditions, their symptoms, treatment options and where to find more information.
Find out more about 'Common eye conditions'

Thomas Pocklington Trust Student Support Community

This online community is for blind and partially sighted students, family and friends, education providers and other staff in the sector. It forms a supportive environment where relevant news, advice, questions and pieces of work can be shared to enable students with visual impairments to get the most out of their time at university.

Join our Facebook group

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Get the latest on our campaigns, news and events from Thomas Pocklington Trust by joining our mailing list
Join our mailing list

Registered charity number: 1113729

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What Do We See? 2 - How the World Looks to Vision Impaired Children and Young People - Thomas Pocklington Trust

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Our video simulates and provides information on five of the most common conditions affecting vision impaired children and young people in the UK today.

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https://blindinbusiness.org.uk/students

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Access to Work is a government scheme designed to provide extra support for individuals with disabilities or physical and mental health conditions in their work journey. The scheme assists individuals of all ages across England, Scotland, and Wales.

As an employee, you have the right to receive support from your employer, who is legally obligated to consider reasonable adjustments to accommodate your needs. This may include adjustments to the job itself, the recruitment process, or providing additional equipment. Begin by having an open conversation with your employer to explore how they can support you.

In addition to your employer's assistance, Access to Work can offer you further aid. The scheme provides practical solutions tailored to your specific needs. Support may include grants to assist with the costs of practical accommodations in the workplace, such as hiring support workers or acquiring specialised equipment. Travel expenses or mental health support can also be covered. It's important to note that Access to Work doesn't require you to repay any grants or financial support provided.

Applying for Access to Work is a straightforward process. Begin by discussing the options with your employer, as they may have insights into how we can help you. Alternatively, our dedicated Access to Work advisers are ready to collaborate directly with you and your employer. Together, we can suggest practical changes and accommodations that will enhance your work environment.

To be eligible for Access to Work, you must have a disability or health condition (physical or mental) that affects your ability to perform certain tasks in your job or commute effectively. You must also be 16 years or older and reside in England, Scotland, or Wales. You can check your eligibility on gov.uk.

Visit the website at https://www.gov.uk/access-to-work to access the full eligibility criteria and begin your application for Access to Work. For more information, you can also explore the easy-to-understand factsheet or watch the British Sign Language (BSL) videos on the DWP YouTube sign channel.

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Access to Work - Thomas Pocklington Trust

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The Government's Access to Work grant scheme supports people with disabilities or health conditions start a new job or stay in work.

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Employment and Internships

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Whether you're entering the job market for the first time or returning after sight loss, Thomas Pocklington Trust will provide guidance for every step of the way.

Our bespoke service, Works For Me, is tailored to help you develop employability skills, navigate the job market or advance your career. Here you will find lots of resources providing advice on creating effective CVs and application forms, complete with templates, tips, and more. We even offer free coaching and mentoring by experienced professionals to help you identify and achieve your career goals.

If you're starting your career, our internship programme, Get Set Progress, offers paid placements designed specifically for individuals with visual impairments. Through our We Work videos and employment stories you can hear firsthand from blind and partially sighted individuals and employers about their experiences.

For employers, we have a dedicated section that offers valuable information and practical support in hiring blind and partially sighted individuals. Gain insights from businesses who have successfully done so.

Learn more about the Access to Work scheme provides support for individuals with disabilities or health conditions who are starting a new job or aiming to remain employed.

Finally, find out more about our employment campaigns which focus on improving opportunities in the workplace and fostering positive societal attitudes towards blind and partially sighted individuals.

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Employment and Internships - Thomas Pocklington Trust

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Thomas Pocklington Trust Employment service supports blind and partially sighted people wanting to start, restart or progress their careers.

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What is it about?

If you want to get some support to help you get on the pathway to greater opportunities and employment then our employment programme is for you.

The sessions can be run at the Life Without Limits Centre (LWLC) in London or online at the date and time of your convenience.
Take part in our new employment programmes:
Learn to Earn

Learn how to navigate the job market as a vision impaired young person, from CV writing and applications to attending interviews and completing Aptitude tests. If you feel that you are not quite ready for employment, we can support you to go into further education, to strengthen your knowledge, or if you need more practical experience, we can help you into volunteering and work experience.

Entrepreneurship

Are you a vision impaired young person with an entrepreneurial spirit?

Look no further, RSBC is committed to helping small business owners achieve their goals, and we are here to support you too. Our programme takes you through every step of starting your own business, from creating a solid business plan to establishing your brand online.

Who is it for?

So if you are under 25, and looking to kick starting your career, set up your own business, or get involved in volunteering, we can support you.

How will it help me?

The service is tailored to you as an individual. You will get the support you need to find the right career, develop your business or find the volunteering opportunity that suits you.

How do I join?

If you are interested in joining the Employment sessions or you have questions, please fill the form below.

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You may also be interested in...

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Join the RSBC employment sessions for blind and partially sighted young people. Visit our employment page for more information.

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Bringing students together supporting transitions into higher education and the workplace Our support programmes for young adults focus around growing networks and skills with a focus on employability .

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Calculators – including standalone calculators, calculators for Windows computers, calculators for iPads and calculators that run in browsers.

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Calculators – including standalone calculators, calculators for Windows computers, calculators for iPads and calculators that run in browsers.

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information on a range of revision guides.

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information on a range of revision guides.

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answers to queries – including line numbering in MLP and braille exam papers, prose passages in braille, further reading and examples.

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answers to queries – including line numbering in MLP and braille exam papers, prose passages in braille, further reading and examples.

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helpful information to address popular questions about SATs.

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helpful information to address popular questions about SATs.

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frequently asked questions about 14+ exams – including iPads in exams, ordering papers, extra time, rest breaks and practical assistants.

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frequently asked questions about 14+ exams – including iPads in exams, ordering papers, extra time, rest breaks and practical assistants.

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for specific advice please speak to your QTVI

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useful resource that covers frequently asked questions, ready for you to download and refer to whenever you need it!

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useful resource that covers frequently asked questions, ready for you to download and refer to whenever you need it!

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For specific advice please speak to your QTVI.

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The Royal Society for Blind Children supports blind and partially sighted children and young people, and their families.

Support us

What We Do

We offer a range of services including emotional support and practical advice for families, opportunities for children and young people to build confidence and skills through activities, and a specialist further education college.

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Remember A Charity Week

Start writing your Will free of charge with our trusted partner Farewill. We hope after you've catered for your loved ones that you might consider leaving a small share of your estate to RSBC.

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Welcome to the Royal Society for Blind Children

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We are a national charity working with blind and partially sighted children and young people, and their families.

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Usher Kids UK has been set up to support, inform, connect and advocate for children with Usher syndrome and their families.
​The diagnosis of Usher syndrome can raise lots of questions for families. We hope that Usher Kids UK can help point you in the right direction in your journey to find answers to those questions, and help you build confidence in the path ahead for your child.

By submitting this form we will add you to our mailing list. We promise to only ever send you content that is directly relevant to Usher syndrome. We will never send spam, or give or sell your email address to anyone else. Y ou can request to be removed from the mailing list at any time (just email info@usherkidsuk.com).

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UsherKids UK - Bringing Together Families of Children with Usher Syndrome in the UK

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Charity providing information and support for people affected by inherited sight loss. Funding medical research to accelerate the search for treatments

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We are the charity beating the fear and isolation of macular disease with world-class research, and the best advice and support.

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The Fellowship is a positive and sociable volunteer-run organisation that aims to provide information, advice and support for people with Albinism and their families. We also provide information about the condition to professionals working with people with Albinism. All our Trustees are people with Albinism or parents of children with Albinism.

The Albinism Fellowship is a registered charity in England and Wales: 1196004 as well as Scotland: SC009443. The Albinism Fellowship was founded in 1979, by our late President Dr. W. O. G. Taylor, a retired Ophthalmologist.

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About the Albinsim Fellowship | Albinism Fellowship

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The Fellowship is a positive and sociable volunteer-run organisation that aims to provide information, advice and support for people with Albinism and their families. We also provide information about the condition to professionals working with people with Albinism. All our Trustees are people with Albinism or parents of children with Albinism.

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Welcome to Thomas Pocklington Trust

We are a charity primarily staffed by blind and partially sighted people, and a 200-strong volunteer membership with lived experience of sight loss. Our work improves opportunities for blind and partially sighted people to have the same "Key Life Chances" as everyone else - Just Like You.
Find out more about Welcome to Thomas Pocklington Trust

#TacklePavementParking

Thomas Pocklington Trust is a leading advocate for access, equality and inclusion to the daily lives of blind and partially sighted people. Our current campaign #TacklePavementParking urgently seeks to address the daily obstacles caused by needless blocking of pedestrians' access.
Find out more about #TacklePavementParking

Now Hiring

Apply for an exciting Get Set Progress internship. We have positions available across the country. Applications close soon. Watch our video to meet our Class of 2023 interns.
Find out more about Now Hiring

How can we help you today?

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Get the latest on our campaigns, news and events from Thomas Pocklington Trust by joining our mailing list
Join our mailing list

Registered charity number: 1113729

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Thomas Pocklington Trust is a national charity which supports blind and partially sighted people with a focus on Education, Employment and Engagement.

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Information and resources on education and learning.

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If you’re affected by sight loss, we’re here for you

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The Nystagmus Network runs local get togethers, thanks to the support of our wonderful volunteers. To join one of them or even host your own, please contact us today. Everyone welcome!

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Henshaw's Children, Young People and Families (CYP) service supports children and young people with sight loss, and their families, across Greater Manchester and Merseyside.

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Our Children, Young People and Families (CYP) service supports children and young people with sight loss, and their families, across Greater Manchester and Merseyside.

CYP Service

Our CYP service supports people from birth to 18 years if they have sight loss, and birth to 25 years if they have additional disablities.

The service provides opportunities for children and young people to develop their independence skills through the I Can Do It residential programme, and social activities and opportunities for the whole family that usually take place during school holidays and on weekends.

The service also offers information, advice and guidance on a one-to-one basis, and can signpost or refer families to other organisations if needs be.

Our I Can Do It residential programme enables children and young people with sight loss aged 8-12 years and 13-17 years to develop independence skills. The programme covers a range of topics, a family day with a presentation to complete the course and celebrate individual achievement.

Holiday and Weekend Activities

Our CYP service offers a range of social activities for children and young people with sight loss, and their families, that take place on weekends and during school holidays. The activities we offer include a range of physical indoor and outdoor activities and social activities

You must book in advance to attend our activities. The activities have a booking fee however we highly subside all activities and we promote a fee weaver policy in a respectful manner to remove any financial barriers to attending our activities.

Information, Advice and Guidance

Our CYP team can also support children, young people and their families on a one-to-one basis, to answer any questions they may have. If the team can't support you directly, they can signpost or refer to other organisations.

Get in touch

Speak to one of our friendly team members today to find out more about our Children, Young People & Families service and how we can support you and your loved ones.

Learn how to get involved

From fundraising events to volunteering, there are plenty of ways to give to make a difference at Henshaws

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Children, Young People & Families service

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Our Children, Young People & Families (CYP) service in Greater Manchester and Merseyside supports children & their families with sight loss.

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Support for disabled children and young people - Sense

Their support helps children who are deafblind or who have complex disabilities access education, playgroups and holidays, so they have the same life experiences as everyone else.

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Google for Education products are created with accessibility in mind, to help every student learn, be inspired, and achieve their full potential.

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online touch typing programme. https://www.doorwayonline.org.uk/activities/text-type/

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For specific advice please speak to your QTVI

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Preparing candidates

An understanding of how examination papers are modified may help you to determine whether a modified paper may be suitable for a candidate or when preparing candidates for assessment using a modified paper.

You may also find modification methods to be useful when producing your own everyday materials.

This activity gives an introduction to how various question types may be modified for VI candidates. Please note that centres should not modify their own exam papers - this work is done by specialist modifiers on behalf of the Awarding Organisations.

Guidance

The guidance provided in this activity is designed to give you an introduction to some of the concepts involved in modification and is by no means comprehensive. For more detailed guidance you can refer to the following.

Modification of examination papers for General Qualifications is carried out according to a document called "Best practice guidance for the modification and production of examination papers for candidates with a visual impairment", which is available on UKAAF's website.
Note: this document is in the process of being updated at this time [September 2020].

The RNIB also published 'Well Prepared!' which is an illustrated guide to modifying examination, assessment and curriculum materials for blind and partially sighted learners. This book is now out of print but can be downloaded from RNIB Bookshare (free registration).

Modification by the examination centre

For reasons of resourcing and cost it may not be possible to obtain papers in the candidate's exact preferred format. In such cases further modification may be required within the examination centre.

You will need permission to carry this out.

Early opening

Rules vary about opening papers early to make such changes, depending on the nature of the examination. Any changes made to the presentation of a paper at a local level should not affect the content of the questions unless these have been approved by the awarding body. Making changes to papers without explicit permission constitutes malpractice and may invalidate the assessment.

Coloured paper

For candidates who have difficulty with the contrast between print and background it may be appropriate to gain permission in advance to open the paper early and make a high quality photocopy of it onto their preferred colour of paper.

Visual cues

Examination papers use a lot of visual cues to assist in making the assessment clear and accessible to candidates. These include:

layout and numbering of the questions

separation of questions

format of text

use of emphasis in text

reference to separate source materials

format of source materials eg tables

spaces, lines and boxes for the candidate response

specific instructions for how to proceed

To make the paper accessible to candidates with visual impairment, modifications and alternate approaches are needed.

Additionally, a lot of examination papers contain visually based information such as diagrams, images and graphical forms that also need to be modified to make them accessible.

Overall approaches

Diagrams, images and graphs

Printed information is often presented in a 'graphical' format rather than textual. For example;

diagrams

tables

graphs (line, bar, scatter etc)

photographs and drawn images

This is not only apparent in mathematics and science but also where data is commonly used such as geography, history and psychology. The majority of examinations will contain some form of (non-textual) visual material, whatever the subject.

The most common type of modification is to simplify the visual material. The purpose of this approach is to reduce visual complexity so that pupils with visual impairments can demonstrate their knowledge and understanding of the subject content without having to struggle to access the information.

Here are a few ways to simplify visual material.

Remove unnecessary detail

Some pictures or diagrams include details for the sake of realism or real-world context, which are not needed to answer the question. The example below shows a tube of glue but the question only requires the candidate to identify the hazard signs on it.

Explore this question to identify possible issues for VI candidates.

Select the various parts or use the 'next' button to identify items that some VI candidates might find difficult.

Original version

You can compare a modified version of the same question.

Modifications

Related subjects

Simplify graphs

Line graphs, scatter graphs and bar charts are very common in many subjects, so pupils should have had plenty of practice before meeting one in an exam. This example illustrates some of the aspects that must be considered to make a line graph accessible.

Compare this modified version of the same question.

Modifications

Related subjects

Supplement with a written explanation

Some tasks may require additional written explanation to ensure that a pupil with a visual impairment grasps what is happening in a picture or diagram, even if this has also been simplified, or enlarged as in the example below.

Compare this modified version of the same question.

Modifications

Related subjects

English, humanities and many others

Other considerations

High quality reproduction should be used, as it was in the original and modified questions

The paragraph spacing may need to be increased, which is appropriate for extended passages of text.

Picture quality is difficult to ensure if, for example, a paper is photocopied for a practice paper, or during early opening for a candidate who requires a different print size. "Photo" or "picture" settings on the photocopier should be used.

Replace with a written description

The photograph below is used to accompany a newspaper article, which is reference material for an English examination question.

Have a go at writing a paragraph to replace the photograph.

Description

Other approaches

The above examples show a few of the general techniques that can be used to modify visual materials:

Remove unnecessary information

Simplify graphs

Supplement with a written explanation

Replace a picture or diagram with a written description

Consider these other approaches:

Replace a picture or diagram with a real item or model, and cut-outs

Remove a picture or diagram because it is unnecessary (eg giving context)

Reduce the amount of information if it is not needed

Adjust a scale diagram to yield answers with coarser accuracy needed (eg to nearest .5cm rather than nearest mm)

Increase the tolerance in the mark scheme for direct measurement tasks (eg measuring and angle or distance on a diagram

Replace an inherently visual question with a non-visual equivalent

Replace a drawing task where the drawing is simply a means of communicating a response (ie where drawing ability is not the skill being assessed)

Allow different answers that reflect usual, effective or preferred ways of working of a VI candidate (eg which method of input to a PC would be most effective for selecting from a menu)

Convert a 3D diagram to a 2D diagram or several 2D diagrams

Clarify music stave notation by spacing out, thickening lines and standardising on tails below heads for notes)

Simplify and clarify bar charts by adjusting shading and adding grid lines to help scanning across

Original version

Modification and transcription

Like modified print papers, braille papers require modification before they are transcribed into braille. This is because the layout, format and instructions will not make sense if simply transcribed. Also, visual material such as diagrams, maps and pictures will need to be modified and labels transcribed.

Many of the principles discussed above for modified print papers will apply equally to braille papers.

Standards

The Rules of Unified English Braille (2013) should be followed for braille examination modification. These standards are produced by the International Council on English Braille (ICEB).

The guidance is further complemented by other basic references:

Unified English Braille - Guidelines for Technical Material (ICEB)

RNIB guide to Using UEB for Maths

RNIB guides to Using UEB for Science

Additional Guidance on UEB Mathematics produced by UKAAF, which provides extra guidance for the UK

The specific guidance given in this last document, eg on layout, choice of grade 1 indicators, etc., should be followed for all mathematics exam paper transcriptions, as well as for maths expressions in science and computing papers.

The UKAAF guidance provides specific details on how braille modified papers should be produced. Familiarity with these layouts through past paper practice and adopting the conventions for course materials will help to prepare the candidate.

Print version

It is a requirement that a print version of each braille paper be produced, to assist readers, scribes and invigilators. This should be textually accurate, following the braille script and all the amendments; including 'hidden text' if it is read by the screen reader. It should be clearly headed to indicate that it is the print version of the braille paper.

A candidate who uses a computer screen reader as their normal way of working should be able to use the computer to read text in an exam.

There are also issues around the implementation of screen reader technology. Screen reader software programs are not designed to a common standard, so the facilities offered by them can vary widely. In addition, once installed a screen reader can be configured in many different ways to suit the needs and preferences of the user. Also there can be great variability in the skill level of the user, depending on the length of time they have been using a screen reader and the level of instructional expertise to which they have had access.

File formats

The screen reader version of the exam paper will generally be a PDF file for the main question text (although this will be subject to specification by the awarding body). This might be accompanied by diagrams in a medium chosen by the candidate and their exam centre, usually modified large print diagrams, or tactile diagrams on brailon or swell paper, with braille or print labels.

There might also be additional PDF, HTML or other files, as dictated by the requirements of the exam. These might include content such as a screen shot that is to be examined electronically by the candidate with their screen reader, or sources in an English Literature or History paper, where the modifier or producer judge it would be easier to have them as separate files from the questions.

It should not be taken for granted that exam papers in every subject and every type of printed material can necessarily be translated meaningfully into a form accessible via speech.

Modifications within reader version

The screen reader format may include modifications to facilitate access, such as 'hidden' text that will be spoken by the screen reader, for example alternative text descriptions for graphic images.

Print copy of reader version

A print copy of the screen reader version should always be provided for use by any staff supporting the candidate during the course of the exam. This is especially important if the candidate is reading the paper on a device without a screen, such as a QWERTY or braille notetaker.

By default the Print Transcript is just a printed copy of the screen reader document file. One addition that might be required is wording to indicate that it is a 'Print transcription of a version for use with a screen reader' if words to that effect are not included within the file. Any text that is 'hidden' in the screen reader version but will be spoken by the screen reader should also be included in the Print Transcript.

Modifiers exercise their professional judgement in order to ensure that the key principles of modification are upheld. There is no single correct way of doing this and not all teachers will agree with the modifications adopted in every paper.

The important thing is to understand the range of modifications that may be used and to ensure that candidates are familiar with them.

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An understanding of how examination papers are modified may help you to determine whether a modified paper may be suitable for a candidate or when preparing candidates for assessment using a modified paper. You may also find modification methods to be useful when producing your own everyday materials.

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What help can I get for my vision impaired child and my family?

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Immersive Reader provides options for a comfortable and easy to process experience by allowing you to listen to the text read aloud or adjust how text appears by modifying spacing, colour and more.

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In This Topic

Use Immersive Reader in Word desktop

1. Open your Word document.

2. Select the View tab, then select Immersive Reader . Immersive Reader will launch a full screen experience.

3. Choose the Immersive Reader options that work for you from the ribbon.

Read Aloud highlights each word as it reads your document to you.

Tip: Get directly to Read Aloud by right clicking anywhere in your document and selecting Read Aloud.

Language Settings

To change the language for immersive reader, select Review, Language, then Language, and select Set Proofing Language. You can select a language from there.

Additional resources:

Close Immersive Reader

Select the View tab, then select Immersive Reader, then select Close Immersive Reader.

Keyboard shortcuts for Read Aloud

Start or exit Read Aloud: Ctrl+Alt+Space

Pause or play Read Alout: Ctrl+Space

Speed up reading speed: Alt+Right

Slow down reading speed: Alt+Left

Read the previous paragraph: Ctrl+Right

Read the next paragraph: Ctrl+Left

In This Topic

Use Immersive Reader in Word for the web

Select the View, then Immersive reader. Your document will open in a full screen format.

Using Immersive Reader

Once your document opens within Immersive Reader, you can do one or more of the following, depending on how you want to focus on the content in your document:

Voice Options

Select the gear icon to open Voice Settings.

The Voice Speed slider controls the playback speed of the reader.

Text options

You can change the appearance of your document by using Text options. The choices you make in text options can help remove visual distraction and improve text readability.

The Text Options menu lets you:

Parts of Speech

Parts of Speech controls grammar highlighting and helps readers understand complex sentences.

Reading preferences

Line Focus enables readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader.

Picture Dictionary gives you the ability to click on any single word and view visual support. You can also hear the word read aloud.

Translate allows you to view a selected word or the entire document in your preferred language.

Use the toggles to adjust your reading preferences.

Shortcut keys for Immersive Reader

Use keyboard shortcuts to navigate.

Close Immersive Reader

Select the back arrow or tap Esc on your keyboard to exit Immersive Reader.

Use Immersive Reader in Word for iPad

Some Immersive Reader tools are available in Word for iPad. To turn on Immersive Reader while reading or editing a Word document:

2. Select Immersive Reader

3. Choose from the following tools to make your document more comfortable to read and edit.

Language support

Languages and products supported by Immersive Reader

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Use Learning Tools to help pronounce words correctly, read accurately, and understand what you read.

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Positive Looking To Go is a comprehensive collection of skills, activities and resources for teachers, teaching assistants and parents to help educate and develop children and young learners with SEND and VI. The App is packed with ideas and information to help in the class room or at home.

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We are very excited to launch our very first app!

Positive Looking To Go is a comprehensive collection of skills, activities and resources for teachers, teaching assistants and parents to help educate and develop children and young learners with SEND and VI. The App is packed with ideas and information to help in the class room or at home.

We will be updating our app regularly with new resources, activities and Marvin Adventures so keep an eye up for updates.

You can find us in the App store for iPhone or on Google Play for Android.

Find out more about Positive Looking here

Attend the next online practical training on the Positive Looking Visual Skills Programme - starts Jan 30th 2023

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Positive Looking to go app for iOS and Android

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Positive Looking to go is our new app available free from the App Store and Google Play full of activites and learning resources

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CVI Scotland are devoted to helping people understand Cerebral Visual Impairments (known as CVI) and together working towards developing the understanding of this complex condition.

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Deliver inclusive, challenging, and fun PE sessions at your school with support from Activity Alliance and the Home Nation Disability Sport Organisations.

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Are you searching for a new audiobook?

Infinite World of Vision brings together stories from young people in the UK living with vision impairments, as they transition through key life stages and changes.

Such a great chance to listen directly to young people living with VIs, sharing their experiences, achievements and lessons learnt along the way.

This amazing project was initiated by Dr. Karin Petrini, Dr. Michael Proulx and Dr. Aikaterini Tavoulari, supported by The University of Bath and funded by Guide Dogs. Featuring personal accounts from: Annalisa Been, Cerys Stewart, Charlie Jones, Chris Pugh, Finley Ellis-Hall, Georgia Hussey, James Douglas, Karolina Pakenaite, Lizzy Bull, Lydia Beech, Ramneek Ahluwalia, Rebecca Ogbonna, Tig Craig and Zein Al-Maha Oweis.

Listen on Spotify here: https://open.spotify.com/show/4zbZatSInal85jmRqQse6f

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Infinite World of Vision: Life Transitions for Young People with Vision Impairments

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Annalisa Been, Cerys Stewart, Charlie Jones, Chris Pugh, Finley Ellis-Hall, Georgia Hussey, James Douglas, Karolina Pakenaite, Lizzy Bull, Lydia Beech, Ramneek Ahluwalia, Rebecca Ogbonna, Tig Craig, Zein Al-Maha Oweis · Audiobook

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Support for children in the early years | warrington.gov.uk

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In Warrington there are a range of settings that provide education and learning during your child’s early years (ages 0-4). This includes playgroups day nurseries, childminders and private nursery schools, all of which can increase your child’s social skills and enable learning through play.

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Nursery Places Child Care support for 2 year olds

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Nursery Places Child Care support for 2 year olds

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Funded childcare places | warrington.gov.uk

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From April 2024, childcare support for working families is changing.

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Disability Living Allowance (DLA) | Disability charity Scope UK

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How to apply for Disability Living Allowance (DLA) for your disabled child. The benefit is not means-tested and helps cover extra costs of disability.

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Profiles of Paralympics athletes competing for GB

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Profiles of Paralympics athletes competing for GB

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Official home of ParalympicsGB - the Great Britain and Northern Ireland team that competes at the Paralympic summer and winter Games, run by the British Paralympic Association. Meet the athletes, find out about paralympic sports and get the latest news from across the Movement.

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RNIB and VIEW offer a range of opportunities for professionals to meet, learn about and discuss the support of learners with vision impairment.

Curriculum Framework for Children and Young People with Vision Impairment

The Curriculum Framework for children and young people with Vision Impairment (CFVI) is being received very positively across the education sector and is already proving effective at supporting the work of VI education professionals.

To find out how the CFVI can support you, take a look at the recordings, resources and information that has been produced since the launch in March 2022: www.rnib.org.uk/cfvi.

We're pleased to be offering you 4 CFVI-focused events this year. Don't miss out; keep checking the listings below for updates.

Online training from RNIB

Our training programme for the 2023-2024 academic year is as varied as ever - there's something for everyone and everyone is welcome whatever your role in working with a child or young person with vision impairment.

Events up to Easter are open for bookings now. Keep checking back here to see what's on in the rest of 2024.
RNIB online events are still being delivered free of charge.

Braille network (1)

Thursday 9 November 2023, 4pm - 5.30pm

In the first of two braille sessions, we will cover the basics of the Music and Science braille codes for anyone new to the specialist codes or wanting a refresher.

Getting started with the Curriculum Framework for Children and Young People with Vision Impairment: Sharing good practice and experiences

Wednesday 22 November 2023, 4pm - 5.30pm

Join us for a session that focuses on practical implementation of the CFVI, with case studies and an opportunity to discuss in small groups experiences of using the CFVI to date.
Important note: this session will take place via Zoom
Technology - iPads in VI education

Tuesday 28 November 2023, 4pm - 5.30pm

An introduction to the accessibility features and useful apps for iPads and an opportunity to share your top tips with others.

Supporting learners with albinism

Wednesday 6 December 2023, 4pm - 5.30pm

Cerebral Vision Impairment

Tuesday 16th January 2024, 4pm - 5.30pm

Experts from the Scottish Sensory Centre join us to shine a light on CVI and share resources to support the work of education professionals in this area.

Wed 24th January 2024, 4pm - 5.30pm

Subject specialist QTVIs will share their expertise in making science practicals accessible and take an in-depth look at activities involving the periodic table.

Curriculum Framework for Children and Young People with Vision Impairment

Wednesday 7th February 2024, 4pm - 5.30pm

The third in our series of webinars focusing on the CFVI.

Modification - Making the most of Microsoft

Thursday 22nd Feb 2024, 4pm - 5.30pm

An introduction to using widely available software to produce accessible resources, including using Styles in Word.

Supporting children with VI and complex needs (2)

Monday 4th March 2024, 4pm - 5.30pm

'Using play to support functional vision assessments and hearing assessments'

The second of three sessions delivered in partnership with Sense, focusing on supporting children with VI and additional needs.

Sport special

Tuesday 19th March 2024, 4pm - 5.30pm

We're all excited about the Paris Olympics so we'll be looking at how we can support our children and young people with vision impairment to get active and involved in sport.

Check back for details of events in the summer term covering topics including:

More on braille

More on complex needs

Low vision

The last in this series of CFVI sessions

Other professional training opportunities

Prepare for Success - Online
Education professionals can now enroll for a new online training resource from RNIB and VIEW to develop knowledge and understanding of the fundamental principles of modification and production used by awarding bodies for GCSE and GCE examination materials.

Through studying genuine modifications, referring to best practice guidance, and completing practical exercises, the resource builds confidence for preparing in-house assessments that replicate the format of those used in formal testing.

Prepare for Success is an essential resource for anyone looking to improve outcomes for their students with VI.

You can sign up for this self-paced online course by emailing [email protected] to register. Please also direct any questions about the course to this email address.

The course costs £50 for VIEW members or £70 for non-members.

We expect participants to already be proficient in producing everyday large print materials.

Applications via email will be processed at the end of every month, after which you will be provided with your own personal log in. Access to the course will remain open for you for 12 months and upon successful completion you will be awarded a CPD certificate.
Understanding vision impairment in children and young people - online training
The course is designed to support the training needs of professionals and parents in order to improve the quality of learning opportunities available to children and young people with vision impairment. It is studied online over around 50 hours with the pace of learning being set by the student. There is no fixed start or finish date, so you can begin anytime. It is intended for people who wish to gain an overview of the issues involved in supporting the education of children with vision impairment, without studying in the depth required by Partners in Learning. You don't need to have access to a child with vision impairment to complete the course - we can supply you with relevant video materials to support you.

For more information and to apply, visit the VIEW website.
Vision impairment and complex needs in children and young people - online training
This short course focuses specifically on children and young people who, as well as vision impairment, also have learning difficulties and other special needs or disabilities. The course has been written by experts in the field and created by an experienced instructional designer. It is studied online over around 50 hours with the pace of learning being set by the student. You can apply to begin and there is a flexible start date. Students are assigned a tutor who provides "light touch" support. The course is designed for students from any background - education, care or health. It is suitable for professionals and parents, in fact, anyone who is interested in facilitating development in children and young people who have vision impairment and complex needs.

For more information and to apply, visit the VIEW website.
Effective teaching of literacy through braille online training
The course is written and tutored by QTVIs who will increase knowledge, skills and confidence in teaching braille to children. It has been developed by RNIB through National Sensory Impairment Partnership contract funding with the Department for Education.

This course is for education professionals. You can find out more and register your interest to join the next course by contacting VIEW.

Apply online through the VIEW website.
Partners in Learning - Advanced Certificate for education support staff
Partners in Learning is an in-depth training course for teaching assistants and other education professionals working with learners with vision impairment from 0 to 25. The course was developed between RNIB and the Open University, and is delivered online by VIEW.

Contact VIEW to discuss start dates and course.
Learning braille
RNIB has a range of training opportunities and resources to support learning braille.

To register your interest, please email [email protected] .

Networks for Professionals working with children and young people with VI

The VI Forum
The VI Forum is an e-mail discussion list for education professionals: Qualified Teachers of Vision Impairment (QTVIs), Habilitation specialists and other associated professionals working with children and young people with vision impairment to share good practice and seek solutions to the challenges of the profession.
Find more information and subscribe
The MSI-Deafblindness Forum

The MSI-Deafblindness Forum is an e-mail discussion list for QTMSIs and associated qualified professionals working in the field of MSI/deafblindness.
Find more information and subscribe

We're here for you

If you have a question about living with sight loss we're here to offer support.

Call 0303 123 9999

"Alexa, call RNIB Helpline" on Alexa-enabled devices

Living with sight loss

Learn more about how best to support your children and young people with vision impairment (VI) to access education.

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Training for professionals supporting learners with vision impairment

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RNIB and VIEW offer opportunities for professionals to meet, learn about and discuss the support of learners with vision impairments. Find out more information.

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Find out more about individual eye conditions here.

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Inherited retinal dystrophies including retinitis pigmentosa

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If you’re affected by sight loss, we’re here for you

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Clink on the Link and search for the eye condition through RNIB

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Clink on the Link and search for the eye condition through RNIB

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Find information on eye conditions like glaucoma, cataracts and macular degeneration, including symptoms and treatments. Our information is medically checked.

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Watch videos and read more information about how the condition Albinism affects eye sight.

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victaparents.org.uk - Information and support for families of a child is blind or partially sighted

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Albinism – Information and Support - victaparents.org.uk

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What is albinism? Find out about the causes, how it affects eye sight and support available on the VICTA Parent Portal.

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Clink on the Link and search for the eye condition through RNIB

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Clink on the Link and search for the eye condition through RNIB

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Find information on eye conditions like glaucoma, cataracts and macular degeneration, including symptoms and treatments. Our information is medically checked.

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Tips on vision friendly environments.

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Colour Blind Awareness

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Lots of Great Ideas and links to training. Please ask your QTVI if you would like to use this resource of Lego Bricks.

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Advice for adapting to single eye vision - Moorfields Eye Hospital

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Find helpful advice and tips for adapting to single-eye vision and maintaining daily independence at Moorfields Eye Hospital

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Supporting siblings of children with a vision impairment

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Supporting siblings of children with a vision impairment

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Making your activities inclusive

Join our free 'Making Your Activities Inclusive' training to learn more about how you can make your organisation welcoming to blind and partially sighted children and young people.

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Join RSBC’s free inclusive training for working with blind young people. Learn how to create accessible activities and welcome vision impaired participants.

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Assistive technology

Become more confident and independent, with the help of the right assistive technology.

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Royal Society for Blind Children - Visualsoft

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Royal Society for Blind Children - Visualsoft

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Futures – Royal Society for Blind Children

Thinking about your future?

No matter what stage you’re at, we’re here to give you the help and support you need as you start to make plans for your future.

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Smart Boards – Guidance for Use

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We continue our partnership with the University of St Andrews, and for the 2020/21 academic year have been working with some exceptional students from the Department of Computer Studies, in partnership with the Department of Medicine, to develop our work creating simulations of the experience of CVI. Previous work with the university has been explained with a video on the Dorsal Stream Dysfunction CVI Experience page.

The 2020/21 projects are an evolving process, and we wanted to share the work with you as it develops.

We are interested to know if you find them helpful in understanding the different elements of CVI. Please use the contact us page or email any thoughts to info@cviscotland.org - we are only a small team so can't promise to reply to everyone, but all will be read and considered as we continue our work, to explain the experience of CVI.

The short film below explains the purpose of this project.

Video Link: https://vimeo.com/487803726

December 2020 - Introduction to the VR Landscape & Classroom
In the film below we introduce you to our new project. Before moving onto a virtual classroom created for us, we take a tour of the virtual landscape, seeing some of the functions that have been designed to show brain processes affected by CVI. In our virtual classroom, we show you how some to the settings, which are CVIs, alter the experience of the classroom, due to reduced visual acuity, reduced contrast sensitivity, lower visual field impairment and severe simultanagnostic vision.

Video Link: https://vimeo.com/497286190

February 2021 - Clutter and noise interfere with learning!
In this video we use the VR classrooms and programme to show you how incredibly challenging learning in a classroom can be for a child with CVI, especially when there is clutter and noise.

We also look at a completely clutter free environment, called the tent room, and see the difference it makes to vision, by directly comparing the two different environments. Please note, the film is a little bit jerky due to the controls. This project is a work in progress and we are sharing updates, rather than the finished product.

Video Link: https://vimeo.com/509674094

March 2021 - Special Needs Classroom & Lower Visual Field Impairment
In this video we introduce you to our special needs VR classroom, developed from film made for this project from a real special needs classroom. In the classroom we look at what is low down, and the challenges created for children with lower visual field impairments. How many children in a special needs school do you think may have a lower visual field impairment? Based on growing research, we think it might be quite a lot.

Video Link: https://vimeo.com/522448263

Project History

The way we have developed this preliminary simulation has been to listen in detail to the described visual experiences of adults with CVI who have diagnosed dorsal stream dysfunction, including simultanagnostic vision.

Initially we took videos inside a shop, to show the visual complexity of this exercise.

We then asked volunteer adults with dorsal stream dysfunction to give an auditory account of what they were able to see.

We simulated their verbal description, and asked them to view these simulations and to let us know how realistic they were. The results were fascinating.

We used this information to come up with our next simulation called the Dorsal Stream Dysfunction CVI Experience.

This was viewed by several adults with validated marked dorsal stream dysfunction, who explained that when they compared the simulated version of this video with the version that was not simulated, the experience was very similar.

Encouraged by these results our team has gone on to develop the material you see on this page, which has been validated using the same method.

There is of course a philosophical conundrum in seeking validation of this nature. How can the person with simultanagnostic vision from an early age give an opinion of this nature? Doesn't their simultanagnosia preclude them from providing such an analysis?

Recognising this conundrum, we have also sought the help from an adult with acquired simultanagnosia during teenage years who has the facility to compare her current vision with her memory of her previous 'normal' vision. This witness has affirmed that what we are now showing has great verisimilitude to her actual simultanagnostic visual experiences.

Another way we have sought to ensure that what we are showing is as close as possible to what those who experience simultanagnosia every day, is to recognise that simultanagnosia is a dynamic, not a static phenomenon and that it becomes more marked when looking at greater complexity. This means that when viewing the most constrained visual emulations of simultagnostic vision those with the condition are least affected by it, because the peripheral masking we have created becomes evident to them owing to the overall diminished complexity of the simulated imagery.

Validation Team (each with a diagnosis of dorsal stream dysfunction and validated simultanagnostic difficulties)
Three Able adults with dorsal stream dysfunction from birth.
One able adult with acquired dorsal stream dysfunction as a teenager.
One parent of a child aged over ten with dorsal stream dysfunction since birth.
One parent of a child aged over ten with acquired dorsal stream dysfunction.

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We continue our partnership with the University of St Andrews, and for the 2020/21 academic year have been working with some exceptional students from the Department of Computer Studies, in partnership with the Department of Medicine, to develop our work creating simulations of the experience of CVI.

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How I use the Apple Pencil with low vision

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How I use the Apple Pencil in the classroom, workplace and as a blogger.

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LOOK – Supporting Visually Impaired Young People to Thrive

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Peer Mentoring Projects for VI Young People – Look UK

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Peer Mentoring can make a huge difference to people with a visual impairment. We are building a culture of structured & safe community support, and empowering peer mentors to draw on their own experience to help guide others.

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Making exam papers work for learners with sight problems

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Making exam papers work for learners with sight problems

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Alessia Guerriero and Nikoletta Livingston explore how autism and CVI can be present simultaneously and why they are often misconstrued for one another.

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Alessia Guerriero and Nikoletta Livingston explore how autism and CVI can be present simultaneously and why they are often misconstrued for one another.

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Pre-Braille skills - practical guidelines

Developing Hands - muscle tone and finger dexterity. For specific advice please contact your QTVI

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Developing Hands - muscle tone and finger dexterity

Activities
Wrist flexibility/finger dexterity

1. Recognition of 3d objects. Encourage the child to handle and explore the object using both hands

2. Matching of objects. Everyday objects are better than models. This activity can be used to develop an understanding of the words 'same, different, large, small' etc.

3. Sorting activities. Begin with large, familiar objects and gradually introduce smaller objects. Sort into groups of size, shape, position and relationship.

4. Stacking activities. Again start with large objects such as boxes and then to stacking blocks, beakers, etc. Important to use these exercises to develop an understanding of language, eg; bottom, larger, smaller, first, second, last.

5. Bead stringing. Prior to using beads with thread practise putting beads onto something rigid such as a length of dowelling. Start with large beads and use thick threading like washing line. The bead and thread size can be reduced as the child becomes more proficient.

6. Sorting. Collect various jars with screw lids. Let the child gather small objects and put them in the jars.

7. Give the child thin card to punch and then trace the holds.

8. Pinching clothes pegs to the side of a tin. Encourage the use of both hands to locate the side of the tin and to place the peg.

9. Show child how to operate a DVD player and radio.

10. Play with plasticine pastry to help straighten hands. To help manipulation in children with stiff fingers, let them use keyboard instruments.

Two-handed coordination
The child should always be encouraged to use both hands for the above activities.
Light finger touch

1. Show the child how to move counters on a surface when only touching them lightly.

2. Place counters on braille graph paper and make a game to see how many counters the child anc find without moving them out of the square.

3. Show the child how lightly brailled can be touched.

Tactile perception
The child needs to develop the skill to recognise and discriminate etween shapes using the pads of his/her fingertips. This is a different skill and needs preparation.

Sorting of textures. This activity involves the use of the fingertips and the first textures used should be markedly different, eg; fur and plastic. Beforehand draw the child's attention to objects made of different materials in everyday activities.

Make cards made of different materials, eg; sandpaper, linen and leatherette. Make 4 of each and then the child can sort these into groups and can play snap with them. Later on cards of different shapes can be introduced.

Cylinders covered with material at each end, eg; velvet on one end and tweed on the other. The game is for the child to place the cylinders on a board with the same material upwards.

Make caterpillar segments with two very different materials on each side. Sides made of the same material can be joined together with velcro strips. The same idea can be used for texture dominoes.

Make cotton reels with different materials covering them. When the child is able to thread they can do a variety of activities in the same way a sighted child follows a bead pattern.
Checklist Motor Development
Concept development

Tactual development

Auditory awareness

Reading awareness

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For everyone who is involved in the education of deaf children, deafblind children and visually impaired children and young people, the young people themselves and their families.

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What is Pre-Braille? - Lego Braille Bricks

Pre-braille aims to stimulate the interest of very young children in reading. It develops the skills necessary to learn to read and write in braille.

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What is Pre-Braille? - Lego Braille Bricks

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Pre-braille aims to stimulate the interest of very young children in reading. It develops the skills necessary to learn to read and write in braille.

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If you’re affected by sight loss, we’re here for you

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Please speak to your QTVI for specific advice.