University of Edinburgh
 

Visual Impairment Scotland Report

Chapter 9 Educational Information: Input from other services

Summary of input from other services

Key Points

Almost half the children (47%) receive regular assessments from orthoptic services. Speech & language therapists, occupational therapists and physiotherapists give ‘regular input’ to approximately one quarter of children.

Children in special schools receive greater input from a wider range of services compared to children in mainstream education. The efficiency with which information is transferred from other services to the classroom varies greatly.

Transfer of information from other services to the teacher was most effective in special schools where in only 11% of children did information not follow on.

However in secondary mainstream settings information from other services inputs did not reach the teacher in 50% of children.

Information from speech & language therapists was uniformly successful in being transferred to teachers. In only 6% of children was information not routinely forwarded to the teacher.

9.1 Summary of input from other services

Percentage of children receiving input from the 'other services'

Children with visual impairment and in particular those with additional disabilities often require services from a range of professionals. Teachers were asked whether:

  • Orthoptists
  • Speech and Language Therapists
  • Occupational Therapists
  • Physiotherapists

gave 'regular input' to the children they were teaching. Almost half the children (47%) were receiving regular assessments from orthoptic services. The other three disciplines gave 'regular input' to approximately one quarter of children.

table 9.1

Use of services by Educational Placement

As would be expected the use of services varied depending on educational placement.

table 9.2

Children in special schools received greater input from a wider range of services. Children in ?earlier? settings (pre-school and primary) also demonstrated a higher use of other services.

Transfer of information from assessment

The efficiency with which information from other services was transferred to the teacher varied greatly between educational placements. In secondary mainstream settings the information from other service inputs did not reach the teacher in 50% of children. Transfer of information was most efficient in special schools where in only 7 of 66 (11%) instances information did not follow on to the school after input from other services.

table 9.3

Efficiency of transfer of information also varied greatly depending on the particular service performing the assessment. Speech and Language therapists were the most successful at communicating information to teachers with information from only 6% of assessments failing to be communicated to the classroom. However information from about 1 in 4 assessments by orthoptists and occupational therapists failed to be communicated to teachers serving the child.

table 9.4

Overall use of information from other services in educational programme

Overall 25% (56/224) of educational programmes used information from other services. Use of information was highest in special schools and least in mainstream schools. Generally more information from other services was used in the educational programmes of children in ?earlier? settings (pre-school and primary).

figure 9.1

9.2 Orthoptic Services

Number of children with input

Overall almost half (47%) of the children were being seen ?regularly? by orthoptists. Children in special schools were however the least likely (11/36 or 31%) to be regularly assessed.

table 9.5

Transfer of information from assessment

Where children were assessed by an orthoptist the information from the assessment was not transferred to the teacher in over one in three children (36%). Children in secondary mainstream education were the least likely (62%) to have information transferred.

table 9.6

Overall use of information in educational programme

Less than one in three (30%) educational programmes of children with visual impairment regularly utilise information from orthoptic assessments. 36% (38/106) of orthoptic assessments are from the perspective of the teacher of no educational benefit as results of the assessment are not routinely transferred to the school

table 9.7

9.3 Speech & Language Therapy

Number of children with input

Over two thirds of children in primary special schools receive regular input from speech and language therapists. Very few children in mainstream education receive speech and language services. It is not clear if this reflects a lack of need or a limited service provision, or a combination of both.

table 9.8

Transfer of information from assessment

Information from speech and language therapy sessions was uniformly successful in being transferred to teachers. In only 6% of children was information not routinely forwarded to the teacher. This contrasts with other services where information fails to be transferred in almost 1 in 4 children.

table 9.9

Overall use of information in educational programme

Use of information from speech and language therapists in the educational programmes of children was highest in special schools and the earlier years. Only few educational programmes in mainstream schools regularly utilised information from this service.

table 9.10

9.4 Occupational Therapy Services

Number of children with input

Occupational Therapists (OTs) can offer children with visual impairment valuable assistance in developing important skills to perform activities of daily living. Only one in four children were however receiving a regular assessment from an OT. Surprisingly no children in secondary mainstream education were receiving input. Children in special primary education were the most likely (44%) to be receiving OT input.

table 9.11

Transfer of information from assessment

In almost one in four cases (23%) information from OT assessments was not transferred to the classroom teacher and used in the child?s educational programme. Lack of transfer mainly occurred in the pre-school and primary mainstream children (12/13).

table 9.12

Overall use of information in educational programme

Overall the educational programme of 1 in 5 children used information from Occupational Therapy Services

table 9.13

9.5 Physiotherapy

Number of children with input

Overall less than one third (29%) of children were receiving input from physiotherapy services. Highest demand was found in children in primary special schools (59%). As would be expected very few children in primary or secondary mainstream were receiving physiotherapy services.

table 9.14

Transfer of information from assessment

In only 16% of instances was information not transferred from a physiotherapy assessment to the teacher.

table 9.15

Overall use of information in educational programme

The overall use of information from physiotherapists was similar in pattern to the other services. Highest use was recorded in the educational programmes of children in special schools and least in mainstream.

table 9.16

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