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School Buildings

Cloak Rooms

Cloak rooms can be busy and confusing so make sure your pupil with vision impairment has a clearly marked peg, or locker, on an end where it is least crowded, and possibly the shortest distance from the classroom, that way it will be easier to find and there should be less pupils in the way. Make sure their name label is in object form and something which is meaningful (and age appropriate). Braille can be added, even if they have not formally learned to read it and when the pupil gets older, and has more experience of reading them, the object signifier can be replaced with a tactile picture or their name in braille/large print.

Corridor

It is useful to have object signifiers on other doors in the school. This allows blind and partially sighted pupils to orientate where they are when corridors can all look the same.

Stairs/Steps

Stairs/steps should have their edges marked (this should be an education authority responsibility and part of an accessibility audit).

Route Learning

Time must be taken to help pupils with vision impairment learn routes around the school. This needs to be done on a regular basis with objects/significant colours pointed out and discussed so that the pupil can build up knowledge of a school route. 

Build routes up one at a time as required, e.g. peg to class, class to toilets, class to playground door, class to office etc. It is important to keep the corridors as free from clutter as possible and make others aware of this. You are wanting to encourage as much independent movement in the school environment as possible, while also keeping the pupil safe. Busy corridors can be confusing and frightening. Allowing a blind or partially sighted pupil to leave class a few minutes earlier with a friend will facilitate less stressful navigation of the school environment, provide a bit more time for the journey and help them be ready for the next class and support independence.

Halibitation Service

Input from habilitation services is vital to ensure formal mobility skills are taught effectively and consistently. An audit of the school environment should be carried out to identify any areas for concern or where adaptations should be installed.

Learn More

For more information and advice visit the Royal Blind Learning Hub website section on Mobility & Orientation.

[ Modified: Tuesday, 24 March 2020, 3:57 PM ]

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    Picture of Learning Hub
    by Learning Hub - Friday, 13 March 2020, 11:38 AM
    Anyone in the world

    We are sorry to announce that ALL Learning Hub seminars due to take place between now and May have been postponed.

    Delegates booked to attend these seminars will be contacted with more information on Monday.

    We are sorry for any inconvenience caused.

    [ Modified: Friday, 13 March 2020, 12:16 PM ]

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      Picture of Learning Hub
      by Learning Hub - Thursday, 28 November 2019, 2:45 PM
      Anyone in the world

      Boy looks at a picture using a slopping board

      Considering Your Child's Visual Skills

      From the Little Finger By Mary Lee (2005)

      • Find out as far as you are able, what your child’s visual diagnosis is and what assessments have been done to ascertain how your child uses their vision and what difficulties they may have
      • Has your child been prescribed glasses? If so, are you clear what these are to be used for, i.e. are they for close inspection of objects and looking at pictures, or are they for moving around and seeing things at a distance?
      • Look around the house and see if you think that the things your child needs to access are clear and easily seen, e.g. brightly coloured plates and cups, dark table mats so that the plates stand out, well contrasted door handles, well lit stairs. Check for glare from the window falling across e.g. the table or television screen
      • Give your child time to study objects in their own way. The older child will hold objects where they can see them best
      • Familiar objects are more easily recognised than unfamiliar. Keeping things where your child expects to find them, aids recognition in the early years. Making things larger does not necessarily make them easier to see. This will depend on your child’s visual condition
      • Black on white or black on yellow provides the best contrast. Young babies are attracted to bold patterns in black and white
      • Simplicity is very important when encouraging your child to use their vision. Too much clutter can cause confusion and your child may turn away
      • Looking that involves effort, can be tiring. Your child may appreciate relaxation times in a darkened room with sensory stimulation cut down to a minimum, for example, a single light or sound source
      • Does your child prefer to play indoors or under a tree? Some children may be very sensitive to sunlight and may not enjoy, for example, paddling pools, because of this. A hat with a brim can go some way to solving the problem

      Learn More

      What Does it Mean to Have a Vision Impairment (Video)?

      Promoting Literacy in Pre-Braille Skills, Braille and Large Print (Video)

      [ Modified: Thursday, 16 January 2020, 9:20 AM ]

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        by Learning Hub - Wednesday, 20 November 2019, 9:24 AM
        Anyone in the world

        CVI Scotland have added some extensive online lessons to their website to explain Cerebral Visual Impairment (CVI) step by step.

        The lessons cover:

        • Level 2 - The Brain
        • Level 2 - How the brain learns
        • Level 3 - Introduction to the visual brain

        Each lesson has a video by Professor Gordon Dutton, Paediatric Ophthalmologist & Visual Scientist and editor and co-author of the book Vision and the Brain.

        [ Modified: Wednesday, 20 November 2019, 9:46 AM ]

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          Anyone in the world

          Teacher and pupil with vision impairment discuss a book in the library

          Tips for Reading with your Child with Vision Impairment

          From the Little Finger By Mary Lee (2005)

          • Sit with your child on your knee or close beside you and look at the book together
          • Books offer lots of things to talk and laugh about
          • Help your child to be actively involved in turning the pages
          • Take time to talk about the pictures and point out details. Use objects instead of pictures, if appropriate
          • Explain and demonstrate the meaning of unfamiliar words and ideas
          • Use your voice to make the story fun and interesting
          • Children love to read their favourite stories over and over again
          • Give your child time to explore the feels and sounds of a tactile book. (Join the Clear Vision lending library, an excellent source of tactile books)
          • Follow the text with your finger and encourage your child to do the same, with their hand over yours

          Learn More

          Introduction to Tactile Illustrations and Early Tactile Graphics

          Promoting Literacy in Pre-Braille Skills, Braille and Large Print (Video)

          [ Modified: Monday, 4 November 2019, 12:31 PM ]

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          • Picture of James AdamsJames Adams - Mon, 27 Jan 2020, 9:11 AM
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          Picture of Learning Hub
          by Learning Hub - Thursday, 31 October 2019, 2:19 PM
          Anyone in the world

          We have a new video resource on Deafblind manual.

          Deafblind manual is an alphabet based communication system that uses touch to give and receive information. Deafblind manual is an adapted form of British Sign Language (BSL) finger spelling.

          Transcript for Introduction to Deafblind Manual.

          [ Modified: Friday, 1 November 2019, 9:07 AM ]

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            Anyone in the world

            CDT teacher holds box as pupil screws in a screw

            We have some brand new resources on supporting pupils with vision impairment to take part in Craft and Design Technology (CDT) classes.

            CDT is a subject considered to be one of the most difficult (if not impossible) to teach to blind and partially sighted pupils. Understandably, safety issues are a major concern alongside the perceived value attached to the activity.

            The sense of achievement and inclusion for pupils when they participate in the same task as their peers cannot be overestimated.

            Watch our videos and check out our other resources on how to support a pupil with vision impairment to create a picture frame.

            [ Modified: Tuesday, 22 October 2019, 3:23 PM ]

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              by Learning Hub - Monday, 23 September 2019, 12:03 PM
              Anyone in the world

              The Royal Blind Learning Hub will be attending the Scottish Learning Festival 2019 on 25 & 26 September.

              Come find us in the exhibition hall and say hello.

              Sally Paterson, the Learning Hub manager, at the Scottish Learning Festival 2018

              [ Modified: Monday, 23 September 2019, 12:20 PM ]

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                Picture of Learning Hub
                by Learning Hub - Thursday, 19 September 2019, 9:45 AM
                Anyone in the world

                Watch the video and hear one of our learners reflect on their experience attending 'Communication in Practice with Learners at an Early Stage of Development with Vision Impairment and Complex Needs'.

                Go to our seminars page and find out what seminars and workshops we have coming up in the next year.

                [ Modified: Thursday, 19 September 2019, 9:48 AM ]

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                  Anyone in the world

                  A young boy with VI plays with a therapist in a sensory room


                  10 Tips for Successful Learning for Pupils with Vision Impairment

                  From the Little Finger By Mary Lee (2005)

                  • 1.Use your child’s name before beginning to speak in order to alert them to listening.
                  • 2.Give your child plenty of opportunities to anticipate what will happen next, e.g., if you are going to lift them, pause first, with your hands round their middle, and say, “We’re going up”.
                  • 3. Try not to manipulate your child’s hands overmuch; their hands act as their eyes and should not be restricted. When demonstrating an action, place your hand or hook a finger under your child’s hand. Allow them control of their own hands.
                  • 4. If you are leaving the room, warn your child and say where you are going.
                  • 5. Give your child lots of time to explore new things.
                  • 6. Instead of using words like ‘here’ and ‘there’ use the words ‘left’ and ‘right’; be specific.
                  • 7. Always move from the whole to the parts. Allow your child to explore an object in its entirety before starting to explore individual features.
                  • 8. Think about what matters to your child and which senses they use most. Use this in your description of objects and experiences, i.e. talk about weight and texture rather than colour and shape; talk about cold wind and wet rain rather than white clouds and blue sky.
                  • 9. Allow your child to explore concepts using their own body e.g. high, low; under, over, through; in, out; big, little.
                  • 10. Repeat activities that have to be learned through movement in order to give your child time to internalise and remember the steps in the task.


                  Learn More

                  Guidelines for Blind or Partially Sighted Pupils

                  How to Use Early Years Tactile Resources (Video)

                  [ Modified: Tuesday, 24 September 2019, 12:21 PM ]

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