Implications for Classroom Management

·        Individual copies of all boardwork.

·        Extra time to complete copying work.

·        Individual demonstration of tasks such as handwriting / letter formation.

·        Sitting at the front of the class for literacy and numeracy input activities.

·        Staff should be aware that even when sitting at the front a child may not process visual information as quickly as a fully sighted child he/she may need extra time to locate visual  information and process it.

·        Where possible an individual copy of big books and numeracy work would be an advantage.      

·        All text and numeracy work presented at the front of the class should be clear and of good contrast.

·        Black on white, yellow on black or white on black provide the greatest contrast.

·        No V.I. Child should be asked to share a reading book or worksheet.

·        Some children who have visual problems have difficulty reading ‘joined writing’.

·        Staff should be aware that reflection from a window could affect what can be seen.

·        Lighting in the classroom should be kept at a good level, while avoiding glare from bright sunlight.

·        Print in reading books and on worksheets should be clear and of good quality not printed over coloured pictures or on coloured paper.