# data[].attributes.attachment_link.readable_text
We've produced a series of guides and podcasts for parents and carers about emotional support for children and young people with vision impairment.

Children and young people with vision impairment experience the same everyday experiences, feelings and reactions as their sighted peers. There may also be some particular issues relating to having a vision impairment, where it is helpful for parents, siblings, friends, family and other people to give support.

Parents tell us that one of the most difficult parts of finding out that their child has a vision impairment is knowing how to talk about it with their child. We've produced this guidance to support parents and carers as they think about this issue.

Emotional Support Podcasts

We understand that children and young people with vision impairment can face hurdles and challenges as they grow, live and learn.

We've recently added to our series of podcasts for parents and carers about emotional support for children and young people with vision impairment.

Members of our CYPF & Education support team speak to NHS Clinical Psychologist, Ian McCubbin. Ian is part of a team working in hospitals across the UK to provide specialist services to children and young people with VI which are funded by Fight Against Blindness.

We discuss advice, strategies and suggestions on a range of issues that young people and parents frequently ask us about. For each podcast, there is follow-on information.

If you would like advice and support from our Family Support Officers about any of the issues covered in the podcast series, please contact us via the Helpline 0303 123 9999 or email [email protected] .

Podcasts Series 1

Listen now
In this podcast, we explore why confidence, self-esteem and resilience are important when considering child development and ways to encourage all three attributes.

Further information

Listen now
Parents tell us that knowing how to talk about it with their child is one of the most difficult and distressing parts of finding out their child has a vision impairment. We look at the importance of having a conversation with a child and how to prepare.

Further information

Listen now
For children and young people with a vision impairment and their parents and carers, talking to other people about an eye condition can cause concern. We look at preparing for a conversation and some factors to consider.

Further information

Listen now
In light of the COVID-19 pandemic and available support, this podcast looks at the challenges of isolation and anxiety.

Further information

Listen now
Managing a child's behaviour can sometimes be difficult for parents and families, but lockdown and other restrictions have presented new challenges to cope with. In this podcast, we look at behaviour specific to a child with a vision impairment and the strategies you can use if you need to manage behaviour in difficult circumstances.

Listen now
Finding out a child has a vision impairment can lead to varying emotional responses. We look at these and explore some practical advice in how to support the whole family.

Further information

Podcasts Series 2

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

# data[].attributes.attachment_link.title
Emotional support for children and young people with vision impairment

# data[].attributes.attachment_link.description
We've produced a series of guides and podcasts for parents and carers about emotional support for children and young people with vision impairment.

# data[].attributes.attachment_link.title
Getting Around with Tech – Navigation Apps - Thomas Pocklington Trust

# data[].attributes.attachment_link.description
Explore navigation apps that can empower you to be more independent with getting around during your college or university studies as a blind or partially sighted student.

# data[].attributes.attachment_link.title
Top Access Tips: Measuring with a Ruler – Paths to Literacy

# data[].attributes.attachment_link.description
Paths to Literacy Top Access Tips: Measuring with a Ruler. For teachers, families, and others interested in literacy for children and youth with visual impairments

# data[].attributes.attachment_link.provider_name
LOOK – Supporting Visually Impaired Young People to Thrive

# data[].attributes.attachment_link.title
Ask a Mentor: How to find accessible revision materials. – LOOK – Supporting Visually Impaired Young People to Thrive

# data[].attributes.attachment_link.description
LOOK Mentor Abi shares her top tips for finding accessible revision materials. Giving practical advice on where to find resources that cater to different learning needs, ensuring that visually impaired students can effectively prepare for exams.

# data[].attributes.attachment_link.readable_text
Exam season and assessment weeks are never a fun time to be a student! Whether it is your GCSEs, A levels, a degree or another type of course, it can be very stressful. But don't worry! Find out how other blind and partially sighted students keep their preparations manageable and accessible with our revision tips. Learn the great hacks and techniques they have developed to make exam prep easier!

Give yourself the best start

Think ahead - revision works best when you have it in mind every day of your course. Putting the right habits in place from the beginning of your studies will make revision much easier at exam time!

Think about where you sit in class - is there a distracting echo in the back corners. Or is there a good spot to get optimal sound recording quality if using a recording devise?

Talk to the lecturer beforehand about the aim and objectives of the lesson, and key skills they hope to see you develop. This can help you to focus on the most valuable content.

Summarising the lesson in quick-to-reference notes can be really useful to solidify your learning. It can also be helpful for navigating back through your notes when it comes to deadline season.

Callum, Modern Foreign Languages graduate:

"I quickly realised the importance of taking responsibility for my learning and needs whilst studying. I had to personally understand my support needs and learn how to explain those needs in a succinct way... I recognised the importance of speaking with all lecturers regularly, and building a positive relationship with them, so I had a better chance of getting what I wanted from my course".

Managing deadlines

Why do exams, coursework deadlines and assessments happen all at once? It creates a couple of intense weeks at the end of term, with conflicting priorities and schedules to accommodate the revision and preparation time you need.

What are some of the things you can do to keep everything on track?

Cerys:

"I worked with my Specialist Support Professional for Vision Impairment (SSPVI) in my first year and at the beginning of each semester to map out the deadlines I had to work to. We would look at the extension or extenuation policies, and how to submit each essay. We would create time plans and set up phone and calendar reminders for all of my essays and arrange meetings at least 2 or 3 days before the submission date. That way if there are any issues or need to apply for extenuation, the SSPVI can help with this.

"The first year of a new course is always the hardest. I found it helpful to think of it as your training year - a chance to try new techniques, find all of the glitches or kinks in the system, and find work-arounds ready for year 2. That doesn't mean don't try hard or care, but it can help to take some of the pressure off. You've got this!".

Accessible revision tips

Many revision techniques that schools, colleges and universities recommend to students rely heavily on visuals - colour coding, mind maps and diagrams.

What are the accessible, assistive technology friendly alternatives that blind and partially sighted students could benefit from?

Claire, currently studying Spanish and Philosophy BA:

"If you use Microsoft Word to take notes, you can use Heading styles to mark different topics, organising your notes into easy-to-navigate sections you can skip between using your screen reader's Browse mode. In other text editors, it can be helpful to add symbols or punctuation marks, to categorise different sections or important information that you can then search for.

"Explore your subject in new ways. For example, if you study modern languages, don't forget there are many online resources on any topic you can think of such as radio stations, podcasts and TV programmes which make things more lively and put things into context".

Maymunah, studying Psychology:

"Make your notes meaningful. Deeper processing strengthens recall - do you really understand the content, or are you just trying to memorise it? What links can you make between concepts, topics and theories? Also, consider how else you could work with and organise this information - try transforming your notes into another format like voice recordings, explaining to a friend or even talking to yourself in the mirror!".

Technology

Another way to support your exams and revision is by using technology. Technology can help you organise and sort your revision notes, and even make them more fun. We have two resources dedicated to the best apps for helping you organise your notes in written and audio forms.
Take Your Note-taking to the Next Level with Audio Notes Take Your Note-taking to the Next Level with Digital Apps
And don't forget about AI. AI can be an extremely powerful tool for helping you to organise your thoughts, to find the information you need in long passages of text, to summarise and simplify complex concepts, and more! To learn more, why not check out our page?
Use AI to Super-charge Your Studies
Work on your recall

Revision isn't just reading over something again and again or re-watching lectures. Interacting with and using the content is important to maximise what sinks in. What are some of the ways this can be achieved?

Maymunah, studying Psychology:

"Study, test and re-test! Once you have revised a topic remember to go back and repeatedly test yourself to ensure you can recall the information accurately. Challenging yourself to repeatedly remember information you have memorised optimises your recall ability".

Claire, studying Spanish and Philosophy BA:

"For long texts or articles, read the whole article or paragraph first to get a general overview then go through it line by line to focus on the details. Also, for screen reader users, try out different voices to find ones you're really comfortable with. The content will become easier to understand, and it is important you're not focusing on the voice but on the content you're listening to".

Referencing software recommendations

Proper academic referencing can be a laborious and intensive process that is very easy to get wrong! What can be done to make referencing smooth and simple?

Hope:

"I use RefWorks, with ZoomText software to magnify the screen. I log into the software and it gives me the option to pick my university's version of Harvard referencing. Then you can add it to your bookmark bar on your internet browser so that when you are on a journal you would like to reference, you just select the bookmark and it generates its reference for you, which makes things a lot easier. You can also add it as a plug-in to Microsoft Word so you can do in-text references as you are drafting your essay".

Be kind to yourself

Remember, you are only going to achieve your potential if you put your best self forward. One of the most important of our revision tips is to take a break when you need to, create a distraction free and comfortable workspace to immerse yourself in, and listen to how you are feeling.

Maymunah:

"Keeping your spirits up throughout your studies can be tough but doing this will help give you more time and attention when it comes to revision. Whether it's face-to-face or over a virtual platform, find a study buddy - it can really help! Having a study buddy is a great way to share your understanding and gain new ways of thinking that you may have not thought of before, as well as a new source of motivation".

Get involved!

Do you have some different revision tips you could share? Or questions you would really like some advice on? Check out our Facebook group to connect with fellow blind and partially sighted students! You can also contact us by visiting our Education Information Advice and Guidance Service homepage.

# data[].attributes.attachment_link.title
Revision Tips for Exams and Assessments - Thomas Pocklington Trust

# data[].attributes.attachment_link.description
Discover a range of helpful revision tips from blind and partially sighted students to help you smash it at exam time!

# data[].attributes.attachment_link.provider_name
LOOK - Supporting Visually Impaired Young People to Thrive

# data[].attributes.attachment_link.title
Revision Q&A and Exam Top Tips - LOOK - Supporting Visually Impaired Young People to Thrive

# data[].attributes.attachment_link.description
As many of our young people are approaching the GSCE and A-Level exam period, we share our Q&A with top tips for revision.

# data[].attributes.attachment_link.provider_name
victaparents.org.uk - Information and support for families of a child is blind or partially sighted

# data[].attributes.attachment_link.title
Supporting a child who is visually impaired with exam revision - victaparents.org.uk

# data[].attributes.attachment_link.description
Information and support for families of a child is blind or partially sighted

# data[].attributes.attachment_link.title
GSCE and A-Level Revision Tips - victastudents.org.uk

# data[].attributes.attachment_link.description
Charlotte writes about the pros and cons of the smallest external braille keyboard out there, the Hable One.

# data[].attributes.headline
Positive Eye’s free resources offer useful practical tips

# data[].attributes.subject
Positive Eye’s free resources offer useful practical tips

# data[].attributes.body
support curriculum access for children and young people with vision

impairment and SEND.

# data[].attributes.attachment_link.title
SEND Educational Resources and activities from Positive Eye

# data[].attributes.attachment_link.description
SEND Educational Resources for SEND and VI learners to help develop skills and increase learning and understanding in all ages

# data[].attributes.attachment_link.title
Mindfulness activities for children with a visual impairment

# data[].attributes.attachment_link.description
The experts in our Children and Young People’s team have put together eight mindfulness activities for your child to try.

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
Vika’s FUN-tastic Friday - Autumn Sessions - New College Worcester

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
The Visual Impairment Team in the Sensory Support Service team supports children and young people who have a visual impairment.

# data[].attributes.subject
The Visual Impairment Team in the Sensory Support Service team supports children and young people who have a visual impairment.

# data[].attributes.attachment_link.title
Sensory Support Service - Vision Impairment - Living Well Warrington

# data[].attributes.attachment_link.description
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

# data[].attributes.headline
Helix Oxford Vision Maths Set - RNIB Accredited 

# data[].attributes.subject
Helix Oxford Vision Maths Set - RNIB Accredited 

# data[].attributes.attachment_link.title
Helix Oxford Vision Maths Set - RNIB Accredited

# data[].attributes.attachment_link.description
This RNIB-accredited maths set features large print, raised markings, and non-slip pads for accessible use by those with vision impairment or learning difficulties.

# data[].attributes.headline
Ways to read, iPad, Laptop, Easy reader app

# data[].attributes.subject
Ways to read, iPad, Laptop, Easy reader app

# data[].attributes.attachment_link.readable_text
Want to read on an iPad, want to learn more about Dolphin EasyReader or modify a book into a word document that is as accessible as possible. Your questions about reading the books you download from RNIB Bookshare are answered here.

Ways to read

Disclaimer: Please note that the accessible formats available on RNIB Bookshare-including braille and audio-are automatically generated from electronic master files (ePub or PDF) provided by publishers. While we strive to ensure high-quality conversion, formatting and structure may vary depending on the source file. Users are encouraged to contact us if they encounter any issues with accessibility or readability.

Help topics

# data[].attributes.attachment_link.title
Reading accessible books - RNIB Bookshare

# data[].attributes.attachment_link.description
Want to read on an iPad, want to learn more about Dolphin EasyReader or modify a book into a word document that is as accessible as possible. Your questions about reading the books you download from RNIB Bookshare are answered here.

# data[].attributes.body
Whether you are a parent, teacher or carer of a child with vision impairment this play guide aims to get you started creating fun-filled playtimes for your child to develop and explore their senses.

# data[].attributes.attachment_link.description
This activity looks at the arrangements that are related to vision impairment.

# data[].attributes.body
Please speak to your QTVI for specific advice.

# data[].attributes.attachment_link.description
If you’re affected by sight loss, we’re here for you

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
What is Pre-Braille? - Lego Braille Bricks

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
For specific advice please ask your QTVI

# data[].attributes.attachment_link.provider_name
victaparents.org.uk - Information and support for families of a child is blind or partially sighted

# data[].attributes.attachment_link.description
The VICTA Parent Portal is a one stop information hub for all parents and carers raising a child who is blind or partially sighted.

# data[].attributes.body
Pre-Braille skills - practical guidelines

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

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Tips to promote the development of basic concepts and prebraille skills in young children who are blind or visually impaired

# data[].attributes.attachment_link.title
Teaching Basic Concepts and Pre-Braille Skills – Paths to Literacy

# data[].attributes.attachment_link.description
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

# data[].attributes.body
RNIB braille resources can help anyone learn to read braille easily

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Alessia Guerriero and Nikoletta Livingston explore how autism and CVI can be present simultaneously and why they are often misconstrued for one another.

# data[].attributes.attachment_link.description
Alessia Guerriero and Nikoletta Livingston explore how autism and CVI can be present simultaneously and why they are often misconstrued for one another.

# data[].attributes.headline
Making exam papers work for learners with sight problems

# data[].attributes.subject
Making exam papers work for learners with sight problems

# data[].attributes.attachment_link.provider_name
LOOK – Supporting Visually Impaired Young People to Thrive

# data[].attributes.attachment_link.title
Peer Mentoring Projects for VI Young People – Look UK

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
How I use the Apple Pencil with low vision

# data[].attributes.attachment_link.description
How I use the Apple Pencil in the classroom, workplace and as a blogger.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Smart Boards – Guidance for Use

# data[].attributes.body
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.

# data[].attributes.body
Assistive technology

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

# data[].attributes.attachment_link.provider_name
Royal Society for Blind Children - Visualsoft

# data[].attributes.attachment_link.description
Royal Society for Blind Children - Visualsoft

# data[].attributes.body
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.

# data[].attributes.attachment_link.description
Join RSBC’s free inclusive training for working with blind young people. Learn how to create accessible activities and welcome vision impaired participants.

# data[].attributes.headline
Supporting siblings of children with a vision impairment

# data[].attributes.subject
Supporting siblings of children with a vision impairment

# data[].attributes.headline
Lower visual field loss - depth perception

# data[].attributes.subject
Lower visual field loss - depth perception

# data[].attributes.body
General advice. Contact your QTVI for more specific advice.

# data[].attributes.attachment_link.title
Advice for adapting to single eye vision - Moorfields Eye Hospital

# data[].attributes.attachment_link.description
Find helpful advice and tips for adapting to single-eye vision and maintaining daily independence at Moorfields Eye Hospital

# data[].attributes.body
Lots of Great Ideas and links to training. Please ask your QTVI if you would like to use this resource of Lego Bricks.

# data[].attributes.body
Colour Blind Awareness

# data[].attributes.body
Tips on vision friendly environments.

# data[].attributes.headline
Clink on the Link and search for the eye condition through RNIB

# data[].attributes.subject
Clink on the Link and search for the eye condition through RNIB

# data[].attributes.attachment_link.description
Find information on eye conditions like glaucoma, cataracts and macular degeneration, including symptoms and treatments. Our information is medically checked.

# data[].attributes.body
Watch videos and read more information about how the condition Albinism affects eye sight.

# data[].attributes.attachment_link.provider_name
victaparents.org.uk - Information and support for families of a child is blind or partially sighted

# data[].attributes.attachment_link.title
Albinism – Information and Support - victaparents.org.uk

# data[].attributes.attachment_link.description
What is albinism? Find out about the causes, how it affects eye sight and support available on the VICTA Parent Portal.

# data[].attributes.headline
Clink on the Link and search for the eye condition through RNIB

# data[].attributes.subject
Clink on the Link and search for the eye condition through RNIB

# data[].attributes.attachment_link.description
Find information on eye conditions like glaucoma, cataracts and macular degeneration, including symptoms and treatments. Our information is medically checked.

# data[].attributes.attachment_link.title
Inherited retinal dystrophies including retinitis pigmentosa

# data[].attributes.attachment_link.description
If you’re affected by sight loss, we’re here for you

# data[].attributes.body
Find out more about individual eye conditions here.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Training for professionals supporting learners with vision impairment

# data[].attributes.attachment_link.description
RNIB and VIEW offer opportunities for professionals to meet, learn about and discuss the support of learners with vision impairments. Find out more information.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
RNIB Advice - What to look for when choosing an Early Years Setting for your child.

# data[].attributes.subject
RNIB Advice - What to look for when choosing an Early Years Setting for your child.

# data[].attributes.headline
Guide Dogs UK Support for Parents and Families

# data[].attributes.subject
Guide Dogs UK Support for Parents and Families

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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

# data[].attributes.attachment_link.title
Disability Living Allowance (DLA) | Disability charity Scope UK

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Nursery Places Child Care support for 2 year olds

# data[].attributes.subject
Nursery Places Child Care support for 2 year olds

# data[].attributes.attachment_link.title
Funded childcare places | warrington.gov.uk

# data[].attributes.attachment_link.description
From April 2024, childcare support for working families is changing.

# data[].attributes.attachment_link.title
Support for children in the early years | warrington.gov.uk

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
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

# data[].attributes.attachment_link.title
Infinite World of Vision: Life Transitions for Young People with Vision Impairments

# data[].attributes.attachment_link.description
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

# data[].attributes.headline
Profiles of Paralympics athletes competing for GB

# data[].attributes.subject
Profiles of Paralympics athletes competing for GB

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
Deliver inclusive, challenging, and fun PE sessions at your school with support from Activity Alliance and the Home Nation Disability Sport Organisations.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Positive Looking to go app for iOS and Android

# data[].attributes.attachment_link.description
Positive Looking to go is our new app available free from the App Store and Google Play full of activites and learning resources

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
Use Learning Tools to help pronounce words correctly, read accurately, and understand what you read.

# data[].attributes.body
What help can I get for my vision impaired child and my family?

# data[].attributes.body
For specific advice please speak to your QTVI

# data[].attributes.attachment_link.readable_text
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.

< previous activity next activity >

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
online touch typing programme. https://www.doorwayonline.org.uk/activities/text-type/

# data[].attributes.attachment_link.description
Google for Education products are created with accessibility in mind, to help every student learn, be inspired, and achieve their full potential.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Accessibility for people with disabilities - Google Chromebooks

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Children, Young People & Families service

# data[].attributes.attachment_link.description
Our Children, Young People & Families (CYP) service in Greater Manchester and Merseyside supports children & their families with sight loss.

# data[].attributes.attachment_link.description
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!

# data[].attributes.body
Information and resources on education and learning.

# data[].attributes.attachment_link.description
If you’re affected by sight loss, we’re here for you

# data[].attributes.attachment_link.readable_text
Skip to content

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?

News and events

Join our mailing list

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

# data[].attributes.attachment_link.description
Thomas Pocklington Trust is a national charity which supports blind and partially sighted people with a focus on Education, Employment and Engagement.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
About the Albinsim Fellowship | Albinism Fellowship

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
We are the charity beating the fear and isolation of macular disease with world-class research, and the best advice and support.

# data[].attributes.attachment_link.description
Charity providing information and support for people affected by inherited sight loss. Funding medical research to accelerate the search for treatments

# data[].attributes.attachment_link.readable_text
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).

# data[].attributes.attachment_link.description
UsherKids UK - Bringing Together Families of Children with Usher Syndrome in the UK

# data[].attributes.attachment_link.readable_text
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.

Learn More

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.

Write your Will

Follow Us On Social Media

Subscribe To Our Newsletter To Stay Up To Date

Notice: JavaScript is required for this content.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

# data[].attributes.attachment_link.title
Welcome to the Royal Society for Blind Children

# data[].attributes.attachment_link.description
We are a national charity working with blind and partially sighted children and young people, and their families.

# data[].attributes.headline
useful resource that covers frequently asked questions, ready for you to download and refer to whenever you need it!

# data[].attributes.subject
useful resource that covers frequently asked questions, ready for you to download and refer to whenever you need it!

# data[].attributes.body
For specific advice please speak to your QTVI.

# data[].attributes.headline
frequently asked questions about 14+ exams – including iPads in exams, ordering papers, extra time, rest breaks and practical assistants.

# data[].attributes.subject
frequently asked questions about 14+ exams – including iPads in exams, ordering papers, extra time, rest breaks and practical assistants.

# data[].attributes.body
for specific advice please speak to your QTVI

# data[].attributes.headline
helpful information to address popular questions about SATs.

# data[].attributes.subject
helpful information to address popular questions about SATs.

# data[].attributes.headline
answers to queries – including line numbering in MLP and braille exam papers, prose passages in braille, further reading and examples.

# data[].attributes.subject
answers to queries – including line numbering in MLP and braille exam papers, prose passages in braille, further reading and examples.

# data[].attributes.headline
information on a range of revision guides.

# data[].attributes.subject
information on a range of revision guides.

# data[].attributes.headline
Calculators – including standalone calculators, calculators for Windows computers, calculators for iPads and calculators that run in browsers.

# data[].attributes.subject
Calculators – including standalone calculators, calculators for Windows computers, calculators for iPads and calculators that run in browsers.

# data[].attributes.attachment_link.description
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 .

# data[].attributes.attachment_link.readable_text
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.

Notice: JavaScript is required for this content.

You may also be interested in...

# data[].attributes.attachment_link.description
Join the RSBC employment sessions for blind and partially sighted young people. Visit our employment page for more information.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Access to Work - Thomas Pocklington Trust

# data[].attributes.attachment_link.description
The Government's Access to Work grant scheme supports people with disabilities or health conditions start a new job or stay in work.

# data[].attributes.body
Employment and Internships

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Employment and Internships - Thomas Pocklington Trust

# data[].attributes.attachment_link.description
Thomas Pocklington Trust Employment service supports blind and partially sighted people wanting to start, restart or progress their careers.

# data[].attributes.body
https://blindinbusiness.org.uk/students

# data[].attributes.body
https://www.guidedogs.org.uk/getting-support/help-for-children-and-families/living-independently/customeyes-books/

# data[].attributes.body
How to request books not already on Bookshare.

# data[].attributes.attachment_link.title
Request and share | UK education collection

# data[].attributes.attachment_link.description
You can request books that are not yet available in the RNIB Bookshare collection. We will contact the publisher to ask if they are able to supply an electronic file. View the list of publishers working with us.

# data[].attributes.body
School Resources (partsight.org.uk)

# data[].attributes.attachment_link.readable_text
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. All orders made after this date will not be processed until Monday 8th January 2024. We apologise for any inconvenience this may cause.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Autistic Spectrum Disorder and Visual Behaviours

# data[].attributes.subject
Autistic Spectrum Disorder and Visual Behaviours

# data[].attributes.attachment_link.description
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 &#…

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

# data[].attributes.body
Make It Easier To See – Simple Ideas to help people with cerebral visual impairment and brain based visual problems