University of Edinburgh

Inclusive Curriculum (VI)

Presented in February 2006

Janis Sugden

Kids Together: Perth 2006

The drive towards inclusive education has meant most VI pupils attend their local mainstream school.

Local authorities have a duty to deliver an education system that extends to all.

Parents, educationalists and other professionals must work closely to determine that this is successful.

VI pupils may require additional intensive input from VI specialist to address their very specific additional support needs.

Policies and practice have been reviewed.

  • Children with a disability are not disadvantaged in any way or treated "less favourably" than their able-bodied peers.
  • Local Authority is required to have a strategic plan for the implementation of improved accessibility to schools.
  • Signage, route finding systems, colour contrasting, adjustable lighting, blinds, tactile paving, evacuation procedures.

Improved Access to the Curriculum

  • Strategies must be in place to ensure that VI learner achieves full access to the curriculum, with particular attention paid to improving communication.

  • Resources provided to pupils in writing (Braille, large print, audio format, sign system etc),

Health and safety issues must be considered. Often regarded as main barrier to full access to the curriculum BUT pupils should not be prevented from accessing any subject and we now have to ensure that this CAN and WILL happen.

Gap in provision: Very able pupil but with no peer group support.

Visual Impairment Support Service for Children in the Community
VISSCC Core Group: co-ordinator, orthoptists Teachers of VI

  • Additional Team members Occupational therapist, Social worker, Educational Psychologist External Agencies.

  • VISSCC A Multi-Agency Team.
    Offering:- Early identification of difficulties, specialist advice, direct teaching, informal orthoptic assessment, ongoing functional assessment, support to families, liaison with other professionals.

Sharing the Vision

  • 'Promoting innovative practice in the education of individuals with a visual impairment in a mainstream situation.'
  • Supported by RNIB in recognition of its innovative practice
    Joint venture between three Scottish Councils Clackmannan, Falkirk and Stirling.

Kids Together : Aims to enable the children

  • To meet and make friends with other VI children
  • To discuss visual impairment issues
  • To work on Life Skills from an equal baseline
  • To become more confident and able within their own inclusive setting
  • To raise their self esteem


  • Gross Motor Skills
  • Fine Motor Skills
  • Daily Living Skills
  • Listening Skills
  • Circle Time
  • Social Skills

The Benefits

  • The Children:-
    Met and made friends with other VI children
    Worked on skills from a more equal baseline
    Showed more confidence within their own inclusive settings

  • The Parents:-
    Peer group support
    Increased Knowledge and awareness
    Easy access to professionals
    Sharing of experiences and skills.

  • The Professionals:-
    Sharing Knowledge and experience
    Collaborative assessment
    Observing children in various and unfamiliar environments.

Evaluation and Record Keeping

  • Diaries
  • Video
  • Assessment Sheets
  • Questionnaires
  • The Children
  • The Parents
  • The Children's class teachers


  • Transport
  • Additional Ancillary staff needed
  • No fixed Base
  • Need to seek external funding to resource transport etc.

A Success

Initial meetings proved resounding success.

Staffing commitment agreed by Education and NHS Trusts.