Area 8 of the framework recognises the importance of children and young people with vision impairment being provided the training and opportunity to be able to use technology and equipment with as much independence as possible.
Some technologies require bespoke teaching and time delivered by a professional with specialist knowledge of that technology.
It is important that children and young people have access to the most appropriate assistive technology for their needs at as early an age as is appropriate, and that this is facilitated within their day to day working (e.g. ensuring that the necessary infrastructure is in place and learning material is provided in a compatible format).
This should include recognition that some children and young people may have conditions which means they experience fatigue when using screens. Therefore, a balance of high-tech and low-tech solutions are required.
Where appropriate, it is also important that children and young people are empowered to be able to make informed choices about the most appropriate technology for them to use in different situations. Recognition should be given to the rapidly changing nature of this area due to technology advances.
It is important for children and young people with vision impairment (and those advising and teaching them) to have opportunities to learn about the introduction of new technology.
Examples of targeted outcomes include:
- educational technology e.g. interactive whiteboards, screen sharing apps and software.
- assistive technology e.g. Magnification and screen reading software, braille displays and notetakers, touch monitors.
- mainstream technology e.g. Adaptations to accessible mainstream technology, e.g. tablets, accessibility tools and general /universal settings on standard operating systems.
- technology and equipment for accessing the curriculum and beyond e.g. switches, computers, accessible scientific calculators for non-visual learners, accessible music composition software programmes, tactile protractors.
- technology for life e.g. mobile phones, apps (including specialist apps such as colour recognition tools), GPS and navigation apps (including transportation apps), social media, speech input software.
- access to E-learning, for example, virtual learning environments.
- keyboard familiarisation, Touch typing, including keyboard shortcuts, navigation skills, scrolling, searching, tabbing through documents (e.g. headings, links).
- understanding choice e.g. switches, computer programming.
- keeping safe in a digital world