- \n
- Provide the child or young person (CYP) with a copy of any set texts in their recommended print size. For example, this could mean a copy of The Boy in the Striped Pyjamas in a font size 24. The quickest and easiest way to provide this is electronically \u2013 books can be downloaded for free to laptops, Chromebooks and tablets via RNIB Bookshare.<\/li>\n\n\n\n
- For lessons involving sustained reading, provide a reading slope. This will bring the learner\u2019s book or tablet closer to them.<\/li>\n\n\n\n
- Additionally, there will be times when it is easier for the CYP to listen to the text \u2013 allow them to close their eyes or remove their gaze from the text. If the book is downloaded onto a laptop built accessibility features such as Narrator could be used to support this.<\/li>\n\n\n\n
- For Year 9 and GCSE young people, you will need to ensure that copies of the poetry anthology is available in their recommended print size. Poems within the chosen cluster can either be reproduced as a large print booklet, or downloaded electronically.<\/li>\n\n\n\n
- Consider using a chisel-tip marker pen on your board as opposed to a regular board marker. This will provide a bolder line and will be easier for some CYP to read from the front row of desks.<\/li>\n\n\n\n
- Be aware that the CYP may not feel confident enough to read aloud. Have patience with this and scaffold their confidence through making reading aloud the norm for the rest of the class \u2013 they will learn that every reader makes errors and gradually their confidence should build. It may help to begin with small-group reading, before whole-class.<\/li>\n<\/ul>\n\n\n\n
Tips to support writing in English lessons<\/h3>\n\n\n\n
- \n
- Annotation of text is often easier when completed electronically \u2013 don\u2019t forget that the CYP may need to look back and refer to their notes. Providing a PDF version of the text (such as anthology) means that the CYP can add comments and highlighting on their device, with the zoom function enabling better access to their notes for revision. Here is an example, using London by William Blake:<\/li>\n<\/ul>\n\n\n\n
![\"\"](\"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-content\/uploads\/sites\/166\/2023\/12\/annotation-of-english-text.png\")
<\/figure>\n\n\n\n- \n
- During sustained writing tasks, provide vision breaks roughly every twenty minutes<\/a>. The CYP may wish to close their eyes at their desk, or step outside for fresh air.<\/li>\n\n\n\n
- If the CYP uses technology, they may find sustained typing and screenwork less tiring if the bright white background colour is swapped for black, with white text.<\/li>\n<\/ul>\n\n\n\n
Tips to support speaking and listening activities<\/h3>\n\n\n\n
- \n
- Ensure the CYP knows who their audience is \u2013 explain who is in their group and, if needed, where they are positioned.<\/li>\n\n\n\n
- You may need to teach the CYP about body language when presenting. An effective method would be to comment on the body language of other presenters, creating an incidental learning situation.<\/li>\n\n\n\n
- Encourage the CYP\u2019s peers to share how they feel verbally after a presentation or performance. Remember, the CYP with vision loss likely cannot \u2018read the audience\u2019 from faces.<\/li>\n\n\n\n
- No matter what the activity, ensure there is good lighting. This includes ensuring that bright light from windows is controlled.<\/li>\n<\/ul>\n\n\n\n
Tips to help practise speaking and listening skills<\/h3>\n\n\n\n
Speaking tips<\/h4>\n\n\n\n
- \n
- Be clear and concise<\/strong>: Use simple language and get straight to the point to ensure your message is understood.<\/li>\n\n\n\n
- Practice active listening<\/strong>: Show that you are listening by nodding, facing the person, and responding appropriately.<\/li>\n\n\n\n
- Be aware of your body language<\/strong>: Your gestures, facial expressions, and posture should match your words.<\/li>\n\n\n\n
- Expand your vocabulary<\/strong>: Learn new words and phrases to express yourself more effectively.<\/li>\n\n\n\n
- Stay calm and be confident<\/strong>: Take deep breaths and speak slowly to maintain composure and clarity.<\/li>\n<\/ol>\n\n\n\n
Listening tips<\/h4>\n\n\n\n
- \n
- Focus on the speaker<\/strong>: Give your full attention to the person speaking and avoid distractions.<\/li>\n\n\n\n
- Ask questions<\/strong>: If you don\u2019t understand something, don’t be afraid to ask for explanation. This will support future skills for adulthood.<\/li>\n\n\n\n
- Take notes<\/strong>: Jot down or use the accessibility features on your technology e.g. speech to text software to record key points to help. This will help you remember important information.<\/li>\n\n\n\n
- Summarise what you heard<\/strong>: Repeat back what you\u2019ve understood to confirm accuracy.<\/li>\n\n\n\n
- Be open-minded<\/strong>: Listen without judgment and be open to different perspectives and ideas.<\/li>\n<\/ol>\n\n\n\n
Additional signposting<\/h3>\n\n\n\n
- \n
- Modified exam past papers available via the following link:\u00a0https:\/\/www.jcq.org.uk\/examination-system\/past-papers\/<\/a><\/li>\n\n\n\n
- RNIB Bookshare via the following link: UK education collection | RNIB Bookshare, accessible books for print disabled learners.<\/a><\/li>\n\n\n\n
- RNIB Bookshare for all revision guides\u00a0 Revision Guides Hub<\/a><\/u>.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Classroom inclusion tips for vision impairment: English English is a subject that is heavy in reading and writing, as well as speaking and listening, with […]<\/p>\n","protected":false},"author":2616,"featured_media":0,"parent":21980,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-23704","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-04 23:45:15","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/23704","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/2616"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=23704"}],"version-history":[{"count":4,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/23704\/revisions"}],"predecessor-version":[{"id":29649,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/23704\/revisions\/29649"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/21980"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=23704"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- RNIB Bookshare via the following link: UK education collection | RNIB Bookshare, accessible books for print disabled learners.<\/a><\/li>\n\n\n\n
- Ask questions<\/strong>: If you don\u2019t understand something, don’t be afraid to ask for explanation. This will support future skills for adulthood.<\/li>\n\n\n\n
- Practice active listening<\/strong>: Show that you are listening by nodding, facing the person, and responding appropriately.<\/li>\n\n\n\n
- Be clear and concise<\/strong>: Use simple language and get straight to the point to ensure your message is understood.<\/li>\n\n\n\n
- If the CYP uses technology, they may find sustained typing and screenwork less tiring if the bright white background colour is swapped for black, with white text.<\/li>\n<\/ul>\n\n\n\n
- During sustained writing tasks, provide vision breaks roughly every twenty minutes<\/a>. The CYP may wish to close their eyes at their desk, or step outside for fresh air.<\/li>\n\n\n\n
- Annotation of text is often easier when completed electronically \u2013 don\u2019t forget that the CYP may need to look back and refer to their notes. Providing a PDF version of the text (such as anthology) means that the CYP can add comments and highlighting on their device, with the zoom function enabling better access to their notes for revision. Here is an example, using London by William Blake:<\/li>\n<\/ul>\n\n\n\n