CHILDRENS

Positioning

· Where are the children expected to work?

· In what position and on what surfaces?

· Where does the light source come from?

Lighting                                                 

· Where are the natural light sources?

· At what time of day is sunlight at its strongest in each teaching area?

· Are there blinds or plain curtains available to block out some of the light?

· Do these work?

· Does the light fall onto any work areas?

· If so, is there any glare from these surfaces?

· Do children lie or move into these areas to play or  rest?

· What forms of lighting are there in the classroom, e.g. strip, spot, etc.

Clothing        

· Is the clothing worn by staff visually confusing?

· Are any items of dress dangerous to the children, e.g. buckles?

Classroom management

· Are visually impaired ambulant children encouraged to move around on their own?

· Are they encouraged to move the other equipment themselves.

· Are there any cluttered displays?

· Do they have their own equipment?

· Is their equipment always kept in a particular place?

· Is all equipment and storage clearly marked?

Surfaces

· Look at the surfaces in the classroom

- are they shiny causing glare?

- are they patterned, causing confusion?

- are they matt, and do they create good contrast?

Flooring and furnishing

· What type of flooring is there - lino or tiles?

· Is the flooring patterned or does it cause glare?

· Blinds - do they fit, do they work?

· Curtains - do they fit the windows? Are they thick enough to block the light out totally?

· Furniture - Are there clearly defined areas/layouts for furniture? Does the furniture clearly contrast to the floors and walls?

· Steps/stairs - Are edges of steps clearly highlighted

· Slopes - Is there a hand rail at the correct height for use when using slopes?

· Is the furniture frequently moved around for different activities?

· Are particular areas of the classroom designated for particular activities?

· Are the classrooms cluttered with furniture that is not used?

· Are they plain or patterned?

· Do the doors and floor create a good contrast?

· Areas which shine/produce glare, e.g. mirrors, Formica surfaces?

· Ceiling - dark or light?

· Clearly defined areas for storage?

· Are door knobs, light switches - highlighted?

· Is there clear labelling on cupboards?

· Are there areas of the room that can provide clear contrast where necessary?

· Are they free of clutter?

· Are there lots of mobiles etc dangling at a low level or are they in a particular area?

Walls

· Identify walls which

a) are cluttered (visually)

b) are glare producing, e.g. mirrors

c) are heavily patterned

d) have clearly defined doorways, shelves, storage, plug sockets

e) have visual displays at inappropriate height

Surfaces

· Look at the surfaces in the classroom

- are they shiny causing glare? 

- are they patterned, causing confusion?

- are they matt, and do they create good contrast?

Table tops

· Do they produce glare?

· Is there good contrast?

Trays/standing frames

· Do they produce glare/good clear contrast?

· Are they at the correct level?

Non-slip mats

· Do these provide glare or good contrast?

Equipment

· Is equipment kept in the same place and clearly defined/labelled?

· Is any equipment left lying at a low level or on the floor?

· Is any equipment kept at a high (above eye) level?

People audit

· Identify a member of staff who is wearing.

a) very visually attractive clothes.

b) clothes which provide good background for signing to children.

· Identify a member of staff whose voice is easily recognised.

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