Assessing what a child can see in different conditions (for example in a well-lit room, in a corridor without natural light, outside in bright sunshine) is a complex skill. The assessment needs to encompass what a child can see and how s/he uses her/his vision. A qualified teacher of children with impaired vision should conduct a functional vision assessment and advise on how the child's educational needs should be met. Such advice should include guidance on teaching methods; presentation and modification of learning materials; how the child will read, obtain information, and write - for example, using Braille, typing or handwriting, specialist learning resources; classroom management; and arrangements for National Curriculum assessments and other examinations.

Get as much information as possible from the child, parents and the teacher of visually impaired children. Find out if a child is supposed to wear glasses and whether they are for all the time or only for certain activities. This advisory teacher should also explain other visual aids the child might need (for example magnifiers of closed circuit television) and whether print size, worksheets, maps and diagrams should be presented in a particular way.

Much depends on the degree and type of visual impairment. With appropriate support, partially sighted and blind children/young people can and do succeed in the mainstream classroom. The following strategies for using sighted and non-sighted methods of learning may help:

• there may be an optimum place for the child to sit in the classroom, e.g. in good light, away from glare, near a power point, at a particular distance and angle from the blackboard
• visually impaired people do not have extraordinary powers of hearing. On the contrary, a visually impaired person needs help to identify, locate and interpret sounds to make sense of what is happening. For this reason, unnecessary noise in the classroom should be minimised and, where appropriate, sounds explained as they occur
• use all the children's names when addressing them. This enables a visually impaired child to know when they are receiving praise or instructions and where appropriate to ignore comments directed at others
• use descriptive language. "It is to the left of the bookcase" is more useful than "over there"
• keep the room tidy so that a visually impaired person doesn't knock into objects or trip on bags or toys. Always tell a person if a reorganisation of furniture has taken place and allow time for familiarisation with a new layout
• use heavy black pen which is clearer to real than pencil
• black writing on a white matt surface makes effective contrast without glare
• on worksheets provide clear lines for the pupil to write on
• cut out unnecessary detail on diagrams, enhance with colour if helpful
• learn how to make tactile diagrams, simplifying detail, introducing contrasting textures, labelling in Braille if appropriate. In each case consider whether a diagram is the best way to communicate the information
• make outlines clear and bold
• allow time for writing and let the learner record some work orally e.g. using tape recorder
• allow extra time for reading print or Braille and for the acquisition of any specialist skills such as touch typing, mobility, learning Braille and pre-Braille activities
• find out if the pupil has an optimum length of time when he or she can work efficiently and effectively - reading print with impaired vision often causes fatigue, and reading in Braille requires great concentration
• make use of word-processing, both to assist the pupil in the presentation of his/her own work and also to prepare learning materials. Experiment with different fonts and sizes of print to find out which is easiest for an individual partially sighted child to read. Braillists can also use computer translation packages to create Braille and print versions
• use computer technology to give pupils greater access to the printed word and to CD-ROMs
• magnify books and worksheets if necessary, but remember the enlarged version will take longer to scan, and that the pupil will see fewer words at one time. The text may need reformatting to keep the page size manageable
• dictate as you write on the blackboard. Some children/young people may find a paper copy helpful
• go over classroom displays, explaining them in detail, so that the pupil can enjoy them for further learning. If a pupil's work is in Braille, put a print version with it so that other pupils can read it
• use a multi-sensory approach - allow pupils to handle, smell and look closely at objects. Involve a visually impaired learner with practical demonstrations such as science experiments.
• encourage the child with impaired vision to make full use of any low vision aids recommended by the advisory teacher, such as magnifiers
• label equipment in large print or Braille where appropriate
• obtain specialist equipment such as tactile rulers, heavy-lined stationary, talking calculators
• keep in touch with new services, equipment and developments and seek advice from curriculum specialists
• negotiate extra time for preparing individual learning materials and for liasing with specialists such as a teacher of visually impaired children or a mobility specialist
• contact other teachers with experience of teaching your subject area to children with impaired vision through curriculum groups supported by RNIB and VIEW
• develop a whole school approach to understanding visual impairment and its implications for teachers, non-teaching staff and pupils.

A child with a sight problem may be over-protected by other pupils, or ignored by them or excluded from social activities. Try to help the peer group to appreciate the child's whole personality and not define them as someone with a sight problem. Use the child's strengths and encourage him or her to be as independent as possible.

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