Room 5 - Education Policies Room (Section 1 of 6)
Section 1: The education of children with visual impairment
Numbers of children with visual impairment
The estimated British population of children who are blind or partially sighted (aged 0-16) is between 10,000 and 25,000, based upon figures offered by surveyed LEAs. These figures can also be contrasted with an estimate of 21,000 children with a ‘seeing disability’ derived by the Office of Population Censuses and Surveys from their surveys of disability in Great Britain (Bone and Meltzer, 1989). A more recent survey by Keil and Clunies-Ross (2003) estimates almost 24,000 children (aged 0-16).
It is worth noting that the number of children who are actually registered as blind or partially sighted is much lower. The Department of Health figures (March, 2000) show 3860 children registered as blind and 4270 registered as partially sighted in the 0-17 age range. It is also worth contrasting these figures with that for adults. In March 2000, there were 153,950 adults registered as blind, 70% of whom were 75+ years old, whilst 144,400 adults were registered as partially sighted, 71% of whom were 75+ (Department of Health, March 2000). As with children, the estimated number of adults who have a visual impairment is also higher than the number of adults that are actually registered. The RNIB estimated figures for adults aged 18 and over who are blind or partially sighted in Britain as 300,000 and 457,000 respectively, 66% of whom are 75 years old or above (Bruce, McKennell and Walker, 1991).
Activity 1
Before you read on, consider the different estimates given above of the population of children with visual impairment in the UK, and try to write down reasons which might explain why the figures vary so widely.
There are a number of factors that contribute to the discrepancies between sets of figures. A major factor is that there is no clear definition of how to define a person with visual impairment, therefore different criteria are often used. One way to define people with a visual impairment is to apply the criteria for registration adopted by Social Services Departments. This is also the approach adopted by the Department of Health. However, the problem with this approach is that some people who are registrable as blind or partially sighted, are not registered, perhaps due to choice or a lack of awareness. Registration is often not considered as important for children than for adults, and many parents are not even aware of the registration process or its benefits; therefore the numbers of children who are registered is likely to be an under-representation of the actual numbers of children who are visually impaired (see Walker, Tobin and McKennel 1992 and Visual Impairment Scotland Team, 2003 for further discussion of the numbers of children with visual impairment and their identification).
Educational provision for children with visual impairment
Broadly, during compulsory education (between the ages of 5 and 16) children with a visual impairment are educated in one of the following settings:
- Local mainstream school
- Mainstream school with a resource base
- Special school for children with visual impairment
- Other special schools
Local mainstream school
57% of primary aged children and 47% of secondary aged children with visual impairments attend local mainstream schools (Keil and Clunies-Ross, 2003). Mainstream schools are the same as those attended by any other pupil, although the child may receive additional support, in the form of a peripatetic teacher, and/or assistance from a teaching assistant.
The Local Education Authority (LEA) provides peripatetic teaching services (also called advisory, visiting, or itinerant teaching services), to varying degrees. The roles and responsibilities of the peripatetic teacher (also known as a QTVI once they have undertaken an additional course of training to become a qualified teacher of the visually impaired) includes assessment and evaluation, support for children, consultation with class teachers (and teaching assistants), and involvement with parents. Withdrawal sessions from the classroom occur less frequently because many believe that it can have detrimental effects upon the child’s self-esteem. However, they are still seen as important strategies in particular circumstances, particularly when addressing some of the needs of the ‘special curriculum’, which might include some aspects of M&I education.
Mainstream school with a resource base
A different model to individual placement in mainstream schools is the ‘resource base’ located in some mainstream schools. Keil and Clunies-Ross (2003) found that approximately 6% of children with a visual impairment attended a mainstream school with associated resource base. The resource base provides material, equipment, and personnel (specialist teacher and teaching assistant) in order to support the child in each lesson. Additionally staff in the resource base may provide additional instruction to the children. Children with a severe visual impairment attending a mainstream school will often be placed in this type of provision. It will often involve additional travel for these children, as the school may not be in their local area.
Special school for children with visual impairment
Keil and Clunies-Ross (2003) found that approximately 5% of children with a visual impairment attend a special school for children with visual impairment in Great Britain in 2002 (compared with 22% in 1988, and 10% in 1995). There are currently 15 special schools of this kind, which are funded by LEAs or charities (e.g. RNIB, Royal London Society for the Blind), compared with 35 in 1981 (Hegarty, Pocklington and Lucas, 1981). Some of the schools provide residential facilities. Also some schools (though not all) specialise in the education of children with a visual impairment and additional disabilities (also known as multiple disabilities and a visual impairment or MDVI).
Other special schools
Almost one third of children with a visual impairment have additional disabilities. Reflecting this, Keil and Clunies-Ross (2003) estimated that 32% of children with visual impairment are educated in other special schools, e.g. schools for children with moderate learning difficulties (MLD), severe learning difficulties (SLD), and physical disabilities. In some cases these schools may have an attached resource base, or receive support from a specialist peripatetic teacher.
The trend towards inclusion
There is a well-documented history of how the educational provision for children with visual impairment has evolved in to the system we have today (for reviews, see McCall, 1997; and McCall, 2000). Indeed this system is still evolving and there is much debate as to the direction this should go in. However a key policy that brought about enormous change was the 1981 Education Act (DES 1981). This Act specified that children with special educational needs should normally receive their education in the local mainstream school provided that this was compatible with efficient use of resources. This accelerated the growth in the number of LEAs who offered educational provision for children with visual impairment within mainstream schools - often called ‘Integration’ or more recently ‘Inclusion’. The more recent Special Educational Needs and Disability Act 2001 (SENDA) reinforces the right to a mainstream education for children with special educational needs.
The growth of inclusion is the main cause of the drop in the number of pupils educated in special schools for children with visual impairment, and indeed the closure of many special schools. Many of those schools that survive now cater for a broader range of pupils, including children with more complex needs than they would have previously taught.
The National Curriculum and the Special Curriculum
The National Curriculum was introduced in 1988. There are four ‘key stages’: Key Stage 1 for 5-7 year olds, Key Stage 2 for 7-11 year olds, Key Stage 3 for 11-14 year olds, and Key Stage 4 for 14-16 year olds. The National Curriculum currently consists of three core subjects (English, Mathematics, and Science) and a number of non-core foundation subjects (Design and Technology, Information and Communication Technology, History, Geography, Modern Foreign Languages, Art and Design, Music, Physical Education, and Citizenship).
The ‘special’ curriculum is a broad term which is sometimes used for the additional input which children with a visual impairment require. Again, this additional curriculum puts further pressures upon an already full timetable. However, while extra or alternative lessons are necessary, all those working with the child including class teachers and parents should take on board the teaching of these skills. Different authors use different terms, but inter-related areas that might be included in the ‘special’ curriculum consist of listening skills, tactile skills, visual skills, access through technology, and mobility and independence skills.
Mobility and independence skills are essential for the successful inclusion of children with visual impairment in mainstream schools. Although inclusion requires that children with visual impairment are included in the various National Curriculum subjects, inclusion goes beyond a simplistic view that the child with a visual impairment should be able to get from lesson to lesson and engage in learning activities. Being included in the broad culture of the school will also include work to enable the pupil to participate fully in all class activities such as laying out equipment, fetching and handing out materials, and running errands. It would also include managing as independently as possible in the dining hall, participating as fully as possible without help in physical activities including PE and sports, in informal recreational activities during break-times with peers, and the myriad of other aspects of school life.
Activity 2
Consider how one National Curriculum subject area could be structured to include opportunities for children with visual impairment to develop mobility and independence skills, for example P.E., Mathematics, Geography, PSHE, Design and Technology lessons.
To look at examples of good practice in this area, go to the Programme Design section in the Delivery Room.
Useful Links / Resources
References
Bone, M. and Meltzer, H. (1989). OPCS surveys of disability in Great Britain, Report 3: The prevalence of disability among children. London: HMSO.
Bruce, I., McKennell, A. and Walker, E. (1991). Blind and partially sighted adults in Britain: The RNIB survey, Vol 1. London: HMSO
Department for Education and Science (1981). The Education Act 1981. London: HMSO
Department of Health (2001a). Registered Blind and Partially Sighted People: Year Ending 31 March 2000. London: Department of Health. A/F 2000/7
Hegarty, S., Pocklington, K. and Lucas, D. (1981). Educating Pupils with Special Needs in the Ordinary School. Windsor: NFER-Nelson
Keil, S. and Clunies-Ross, L. (2003). Survey of educational provision for blind and partially sighted children in England, Scotland and Wales in 2002. RNIB: London.
McCall, S. (1997). “Historical perspectives.” In: Mason, H., McCall, S., Arter, C., McLinden, M., Stone, J. (Eds), Visual impairment: access to education for children and young people. London: David Fulton Publishers, 1-12
McCall, S. (2000). DfEE: How green was my future? Revisiting the 1997 paper on children with SEN, Excellence for All Children. British Journal of Visual Impairment, 18, 3, 118-122
Visual Impairment Scotland Team, 2003. Vision Impairment Scotland: A new system of notification of childhood visual impairment and the information it has provided on services for Scottish children. Edinburgh: Visual Impairment Scotland. ISBN 0-954608-0-0.
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