CVI and Common Ocular Conditions
Presented on 14 December 2012
Eye Conditions and Case Studies
Evelyn Michie, Depute Headteacher
Uddingston Grammar School
|Uddingston Grammar||20 Severely Visually Impaired pupils in mainstream school|
|Peripatetic Service||All Secondary schools in North and South Lanarkshire|
|0-5 years - home + nurseries in South Lanarkshire|
|Braille Centre||Produce materials for North and South Lanarkshire pupils.
Requests from SQA for NABS in maths and science.
- 1 Depute Headteacher
- 1 Principal Teacher
- 7.6 Teachers
- 0.5 Clerical Assistant
- 1 FTE Braille Transcription Officer
- 22 hours Support Assistant
2012/13 - 198 young people and their familiies; 63 establishments.
What do we do?
- Visual awareness raising with staff and pupils.
- Adapt and prepare classroom materials in a variety of formats including Braille, large print, electronic and audio.
- Provide classroom support and additional teaching in the Unit.
- Advise and train pupils and staff in the use of assistive technology.
- Teach Braille.
- Advise and negotiate with SQA regarding alternative assessment arrangements and adapted papers.
- Work closely with external agencies including social work, educational psychologists, careers specialists and medical professionals.
- Work with parents as partners.
- Coordinate the transition from primary to secondary school and from school to work or further and higher education.
Issues in Secondary school
- Large number of pupils in corridors, lunch
- Change of clasroom every 50 minutes.
- Number of teachers (can be 6 teachers in a week)
- Supply teachers
- Additional time, reader, accommodation for exams
- Technology - space, transport, time to learn, seating in class
- Visual delivery of curriculum
cluttered and crowded textbooks
- Fast pace of work
Low vision aids v camera
copying from board - change of focus - near/distance
skimming and scanning
catch-up after illness/operations
VI pupils may require support to make friends:
- starting from scratch - pupils not educated in home area;
- barrier caused by support staff;
- barrier caused by materials and equipment;
- other pupils unsure of how to deal with differences;
- team games in PE;
- difficult to access after-school clubs.
Additional skills to learn
- Braille: English, Maths, French, German, Spanish, Music codes; Braille technology,
- Typing skills.
- Computer shortcuts.
- Speech and englargement software.
- Mobility skills.
|Eye condition||Uveitis, Glaucoma, Band Kertaopathy|
|Visual acuities||6/60 left (aided), no useful vision in right eye, N24 (at 1/3m)|
|Visual field||binocularly constricted to 25 degrees|
|Colour test||couldn't to Ishihara; could see blocks of colour|
|Mobility||no confidence, slow, searching movement with feet, poor night vision, prefers empty corridors, doesn't see moving objects|
|Health||Juvenile Rheumatoid Arthritis|
|Support||classroom support, lunch queue, video magnifier, LVAs, exam arrangements, Unit time|
|Other||poor organisational, listening and social skills, low self-esteem, learning Braille|
- Vision deteriorated over summer
- Operation re band keratopathy
- Vision reduced to 1/60 left eye; hand movements right eye - unable to use CCTV camera
- unable to measure near vision
- foggy/blurred vision
- sore joints
- May - operation to increase and then stabilise pressure in left eye
Near vision improved to N36 and continued improvement. Means she now manages N18 print or regular sized print with a magnifier.
Distance vision improved to 6/60
Transition Primary 6
- Visual impairment Assessment Team (VIAT) meets October of P6 year - Knowetop staff share information.
- PT with responsibility for transition visits pupil for assessment and classroom observation, meets parents, attends review meetings.
- Pupil and parents visit UGS.
- Inclusion Department approves application.
Transition Primary 7
- Pupil attends Uddingston Grammar for visits with pupils from feeder primaries, eg; Library Day, Parents' Night, 2 day visits.
- VI pupils from UGS visit Knowetop Vision Base to share experiences.
- Equipment ordered, eg; laptops, BrailleNote, iPad.
- Mobility training in school and surrounding area.
- Awareness raising in feeder primary schools and with UGS teachers.
- Transport organised.
Advice to Subject teachers
- thick black pens for writing
- thick, widely spaced lined paper
- larger squares for maths, graphs
- tactile diagrams
- recorded materials
- appropriate seating
- teachers dictate as they write on the board
- desk copies of PowerPoints
- sharing information via memory stick
- leave class early - corridors are empty
- copying from board
- pace of work
- materials in preferred medium - large print, Braille, audio, digital, adapted diagrams
- looking up dictionary and help with visual stimulus in Modern Languages
- practical support in Science, HE
- map reading in Geography
- PE - assistance with skills and alternative curriculum
- setting up equipment
- computer-based tasks
- assistance with practical tasks in Science, HE, PE
Classroom support based on need
- 2 periods in the Unit for: catch-up; technology; tests; LVA programme; improve touch typing skills; homework; advice on subject choices.
- TVI staff deliver 2 sessions of awareness raising to S1 pupils.
- Annual Review meeting - parents, pupil, TVI, Educational Psychologist, Consultant Paediatrician, Rehabilitation Officer, Social Worker (if involved), Pupil Support Teacher.
- Drop one column from option choices.
- Classroom support matched to visual needs.
- 3 periods in Unit for catch-up, technology skills, assessments, individual tuition, homework etc.
- S4 work experience.
- Annual review meeting.
Additional Assessment arrangements
- TVI staff adapt prelim exams.
- Pupils can participate in lunchtime exam preparation provided by TVI staff.
- Exam arrangements negotiated with SQA, eg; extra time, larger print size, reader, scribe, adaptations to questions, use of computer etc.
- One column dropped from option choices.
- 6 periods in Unit with a combination of specialist subject support and private study.
- Reduction in class support in preparation for transition.
- Appropriate exam arrangements.
- Annual review meeting.
- Support with UCAS, college, job applications.
Post-16 Transition Planning
- TVI coordinates transition support.
- Planning can begin in S3.
- Access to Careers Officer.
- Mobility training on public transport, routes to work etc.
- Additional work experience.
- Liaison with University/College/workplace.
Teenage issues - coming to terms with being visually impaired
- Long cane training
- Don't want to be different
Confidence building activities
- Residential stay at Inverclyde National Sports Centre.
- Football Festival.
- Sailing, horseriding, trampolining, golf, bowls, goalball, climbing, curling (when funding available).
- Residential stay at Auchengillan - outdoor activities and daily living skills.
- Scottish Disability Sport - Future Talent Identification Day.
Our most famous pupil - Aileen McGlynn, Gold, silver and bronze Paralympic medals.
Our Aim - Develop skills and deliver experiences which result in confident, effective, responsible, successful adults.