Ordinarily Available Inclusive Provision

Visual impairments in the early years

What is visual impairment?

Visual impairment is the term used to describe sight loss that cannot be corrected using glasses or contact lenses.

  • Identification – what you may see in the child

    • Has difficulty finding dropped items.
    • Has a heightened sensitivity to light or glare.
    • Holds toys and objects very close.
    • Bumps into things or show hesitance when walking.
    • Unable to recognise facial expressions or gestures.
    • Difficulty finding resources independently and engaging with them.
    • May have anxiety linked to their visual impairment.
    • Struggles to interact with peers.
    • Struggles to complete activities due to visual fatigue.

  • Planned provision in the setting

    • Ensure a good overall glare-free environment.
    • Offer activities that engage all of the senses.
    • Ensure pathways are clear.
    • Get down to the child’s level.
    • Ensure the child is sat near an adult in group situations.
    • Adults avoid standing in front of windows where light impairs vision.
    • Use the child’s name to get attention, before giving instructions.
    • Keep activities or resources in the same area.
    • Provide large, clear, or ‘feely’ labels on resources.
    • Share stories that include characters with visual impairment.
    • Ensure that all practitioners are familiar with the advice of the VI teacher.
    • Use appropriate language and positional language to comment about events that the child may not see clearly.
    • Provide additional direct experience of objects that the child may not be able to observe.
    • Practitioners introduce themselves by name each time they approach the child.
    • Ensure that the child has extra time to complete activities, and opportunities for downtime, to reduce the effects of visual fatigue.