University of Edinburgh
 

The Educational Transition Process for Visually Impaired Young People in Scotland

Presented on Wednesday 23 November 2005

Transition: primary to secondary
The child with a visual impairment

Alison Duthie, RNIB

We have to consider:

  • Welfare of the child
  • Anxiety of the parents
  • Anxiety of the teachers
  • All aspects of access

Note: If we tackle the practical issues of access first, the other issues will be resolved.

Assess access:

  • Curriculum
  • Independent mobility
  • Transport
  • Dining room, toilets
  • Clubs and extra-curricular activities

Curriculum

  • Reading and writing methods:
    Technology
    Adaptation to texts
  • Auxiliary help?
  • Full curriculum or miss a column? Which?
  • Practical classes:
    music PE CDT science HE

Note: Reading and writing may have to be different from primary.

Travel and mobility

  • Taxi travel?
  • Movement around school

The important things in life

  • Toilets
  • Lunch
  • Clubs

The child

  • What does he need
  • To know

    To be able to do

IT skills
LVAs
Social skills
Mobility skills
Self-help
organisation

The teachers and ancillary staff

  • Introduction to inclusion of VI child
  • Information on adaptations required to method and materials
  • Organisation of support: collection points
    contact times, etc.

Note: key people. Who will influence others positively?

But what if?

Parents' anxieties:

  • Bullying
  • Getting lost
  • Exhaustion

Note: Are these any different from a sighted child? More intense.