Vision impairment

The World Health Organisation (WHO) states that "vision, the most dominant of our senses, plays a critical role in every facet and stage of our lives. We take vision for granted, but without vision, we struggle to learn, to walk, to read, to participate in school and to work. Vision impairment occurs when an eye condition affects the visual system and its vision functions. Everyone, if they live long enough, will experience at least one eye condition in their lifetime that will require appropriate care."

Strengths on school experience

Students feel that their strengths in school can include:

being flexible, adaptable, and resilient
paying attention to detail and seeking clarity in their practice
explaining things clearly and using different strategies to promote learning
producing accessible resources for pupils to use
empathising and supporting pupils with vision and other sensory impairments
using personal experience and strategies with children in their class.

Potential challenges on school experience

Students shared that barriers on school experience might include:

accessing school systems, planning, and resources
managing low level behaviour while leading the class
needing more time to complete tasks
needing to familiarise themselves with the layout of the classroom and school.

Disclosing your needs on school experience

One of the most useful ways to ensure you are supported while on your placement is to disclose your diagnosis to your mentor, if you feel comfortable to do so. It is important that your mentor understands what your strengths and your unique challenges may be. Delay in disclosure or not disclosing could mean that you do not have access to the support you deserve. To help you with the conversation, follow what, when, and how guide.

What: state what is relevant, you do not need to disclose everything. Suggest the challenges you may need support with and how you mentor can support you with this.
When: as early as possible at a convenient time, or when specific support is needed.
How: in conversation with your mentor. Position your disability positively and come preprepared for the conversation.

Strategies for students on schools experience

St Mary's University encourages students to advocate for themselves and take ownership over their school experience. Students may wish to consider:

being proactive in developing their own strategies
planning an early visit to their placement school to plan their route
speaking to their mentor about the most accessible places to sit, work, and observe to promote progress
sharing resources with their mentor for review in good time
printing documents and resources in an accessible way
making use of assistive technology, where appropriate.

Strategies for mentors supporting students

Mentors play a significant role in supporting our trainees in school. Trainees may be best supported by mentors if they:

speak to the trainee about what would be helpful for them while on placement
provide access to systems, documents, and resources
print off key documents in larger sizes if this is helpful to the trainee
keeping classrooms clear of trip hazards and maintain this expectation with pupils
explain tasks clearly, writing important details in emails or in meeting records
offer more regular check-ins, if this would help the trainee
support trainees in understanding the week ahead in good time
support access to assistive technology and accessible documentation.

Support if issues arise on school experience

Students should:

speak to their personal tutor and programme staff for support
seek support from the Wellbeing Service
refer to wellbeing on placement handbook.