Room 6 - Resource Room (Section 7 of 7)
Resources for auditing an M&I service
A link to a document produced by the Visual Impairment Working Group entitled ‘Quality Standards in Education Support Services for Children and Young People with Visual Impairment’. The standards relate to the specialist support provided to children and young people with visual impairment and are intended to secure consistent, high quality provision. It should be of interest to decision makers for VI provision, providers of services, parents, related professionals, schools and early years provision accessing VI Support Services, and young people with visual impairment.
Useful links to organisations re: training programmes
The Royal National Institute for the Blind have historically provided training for professionals working in the field of visual impairment. Courses available are subject to change, therefore contact them for up to date information.
Guide Dogs for the Blind Association have historically provided training for professionals working in the field of visual impairment. Courses available are subject to change, therefore contact them for up to date information.
Henshaws Society for Blind People have historically provided training for professionals working in the field of visual impairment. Courses available are subject to change, therefore contact them for up to date information.
Faculty of Health and Well-being, University of Central England; have historically provided training for professionals working in the field of visual impairment. Contact them for up to date information on courses available.
Visual Impairment Centre for Teaching and Research (VICTAR), University of Birmingham; have historically provided training for professionals working in the field of visual impairment. Contact the centre for up to date information on courses available.
InFocus have historically provided training for professionals working in the field of visual impairment. Contact the school for up to date information on courses available.
Resources for post-school provision
Cork F, Foulstone M, Jackson V, Morgan J, Perry B, Simpson L , York D (1999) VIEW-FHE Assessment Pack: Assessing students who are blind or partially sighted in Further and Higher Education. Stafford: Flash Ley Resource Centre.
Miscellaneous resources
There are a number of on-line discussion groups that exist which are extremely useful (and have associated archives). VI-Forum (concerned with visual impairment and education); SENCO-Forum (concerned with SEN more generally), and Code Practice Conference (concerned with the new Code of Practice).
The DfES publication “Accessible Schools: Planning to increase access to schools for disabled pupils” contains guidance for LEAs and schools on the new duty to plan to increase the accessibility of schools to disabled pupils, which came into force in September 2002 as part of SENDA 2001 (Chapter 1 of Part 2 relating to Disability Discrimination in Education).
A useful summary of the guidance in “Accessible Schools: Planning to increase access to schools for disabled pupils” (see description above) is available from the DfES by clicking on the link below and searching ‘Publications’. The document has a checklist list designed to help identify barriers to access that exist in schools. It is not however, VI specific nor is it an exhaustive list, and does not cover every aspect that should be included in an audit of provision for children with visual impairment. It should be used as a starting point only.
The following is a link to a forum aimed at professionals involved in teaching children with visual impairment. Go to: http://www.becta.org.uk and type ‘VI forum’ into search box.
Other references used in this online resource and in the research reports
Aplin G (2002) Developing a community-based mobility education service. MISE Occasional Paper No. 2. RNIB/VIEW Curriculum Groups, RNIB, Birmingham (LINK)
Blasch B B, Weiner W R and Welsh R L (2000) Foundations to Orientation and Mobility. 2nd Edition. New York: American Foundation for the Blind.
Bone, M. and Meltzer, H. (1989). OPCS surveys of disability in Great Britain, Report 3: The prevalence of disability among children. London: HMSO.
British Columbia Ministry of Education (1999) Framework for Independent Travel: A resource for orientation and mobility discussion. Canada : British Columbia Ministry of Education. Special Programs Branch. ISBN 0-7726-3679-5.
Brown D, Simmons V, Methvin J, Anderson S, Boigon S and Davis K. (1991). The Oregon Project for Visually Impaired and Blind Preschool Children. 5th Edition. Medford, Oregon: Jackson County Education Service District.
Bruce, I., McKennell, A. and Walker, E. (1991). Blind and partially sighted adults in Britain: The RNIB survey, Vol 1. London: HMSO
Cameron R J (1986) “Portage: Pre-schoolers, Parents and Professionals. ” in Cameron R J (ed), Portage: Pre-schoolers, Parents and Professionals. Windsor: NFER-Nelson. pp. 1-12.
Clamp S (2001) “A collaborative approach.” Visability, Autumn, London: RNIB pp. 19-20.
Clunies-Ross, L. and Franklin, A. (1997) “Where have all the children gone? An analysis of new statistical data on visual impairment amongst children in England, Scotland and Wales.” The British Journal of Visual Impairment, May 1997, 15(2), pp. 19-20.
Cork F, Foulstone M, Jackson, V, Morgan J, Perry B, Simpson L, York D (1999) VIEW-FHE Assessment Pack: Assessing students who are blind or partially sighted in Further and Higher Education. Stafford: Flash Ley Resource Centre.
Cratty B J, Sams T A (1968). The body image of blind children. New York: American Foundation for the Blind.
Department for Education and Science (1981). The Education Act 1981. London: HMSO
DfES (1997) Excellence for all children: meeting special educational needs. DfES Publications.
DfES (2001a). Special Educational Needs - A guide for parents and carers. DfES Publications. ISBN: 1 84185 644 4.
DfES (2001b). Special Educational Needs Code of Practice. DfES Publications. ISBN: 1 84185 5294.
DfES. SEN toolkit.
Department of Health (2001). Registered Blind and Partially Sighted People: Year Ending 31 March 2000. London: Department of Health. A/F 2000/7
Department of Health (2001) Courses by trainers in visual impairment and dual sensory loss. 7th edition.
Dodson-Burk B and Hill E W (1989) An orientation and mobility primer for families and young children. New York: American Foundation for the Blind.
Fowler J (1997) “Portage helps a parent help a child. ” Eye Contact, London: RNIB pp. 5-7.
Franks J (2000) A study of practitioners’ perspectives on rehabilitation work with blind and partially sighted people in the UK. Birmingham: University of Birmingham, Submission for PhD in Education.
Griffin-Shirley N, Marsh R A, Hartmeister F (2001) “Orientation and mobility specialists’ practices concerning liability issues. ” Journal of Visual Impairment and Blindness, January, 95, 1, Research Notes, 45-48.
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.
The Lighthouse, National Center for Vision and Child Development (no date). Pathways to Independence: Orientation and Mobility Skills for Your Infant and Toddler. New York: National Center for Vision and Child Development.
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
Pavey, S., Douglas, G., McCall, S., McLinden, M., and Arter, C. (2002a). Steps to Independence: the Mobility and Independence Needs of Children with a Visual Impairment. Full Research Report. Available online at: the University of Birmingham website.
Pogrund R, Healy G , Jones K, Levack N, Martin-Curry S, Martinez C, Marz, J, Roberson-Smith B, Vrba A (1995) TAPS: Teaching Age-Appropriate Purposeful Skills. 2nd edition. Austin, Texas: Texas School for the Blind and Visually Impaired.
Richards L (2000) Using NVivo in qualitative research. Australia: QSR International Pty Ltd.
Skellenger, A. and Hill, E. (1997). ‘The preschool learner’, in Blasch, B., Weiner, W. and Welsh, R. (Eds). Foundations to orientation and mobility. New York: American Foundation for the Blind. 2nd Edition.
Stone J (1997) “Mobility and independence skills. ” 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, pp. 159-168.
Swallow R M, Huebner K M (eds) (1987) How to thrive, not just survive. New York: American Foundation for the Blind.
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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