Science at KS3 and visual impairment

The challenges of a visual impairment have more impact as scientific concepts become broader and more abstract. For example in learning about habitats it is helpful to be able to see an animal clearly in order to gauge its habitat, such as the food a bird eats from its beak (size and shape) needs clear vision to see fine detail. The pupil will need support with this, and will need guidance as to what to look for, whereas the pupil with no disability would be expected to reason for themselves from looking at a picture of the bird. In this instance the VI pupil could see enlargement of beaks of different types. Such concepts, open-ended problems and the need for different processes and mathematical content will be harder to follow. Take advice from a teacher of visually impaired children about accessing the curriculum and the technology needed.

You can:

• Support the pupil with some sight by enlarging resources, using good light, magnification and colour-coding
• Use adaptive technology for the pupil with no or little sight
• Devices for scanning text with voice output
• Talking scales and measuring wheels and jugs which produce a sound when filled to a specific level
• The TalkingPEN
• See the RNIB website for other products which support visual impairment and independent living