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.
- Independent mobility
- Dining room, toilets
- Clubs and extra-curricular activities
- Reading and writing methods:
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
- What does he need
- To know To be able to do
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?
- Getting lost
Note: Are these any different from a sighted child? More intense.