Student Support File for Visual Impairment
Guide for Irish Teachers
Visual impairment includes a spectrum from low vision to blindness, affecting how students access visual information in the classroom. In Irish schools, students with visual impairment may need adapted materials, assistive technology, and environmental modifications, with support from the Visiting Teacher for the Visually Impaired service.
About Visual Impairment in Irish Schools
Visual impairment includes a spectrum from low vision to blindness, affecting how students access visual information in the classroom. In Irish schools, students with visual impairment may need adapted materials, assistive technology, and environmental modifications, with support from the Visiting Teacher for the Visually Impaired service.
Prevalence: Approximately 1-2 per 1,000 children in Ireland have a significant visual impairment. Additional children have milder visual difficulties that affect classroom learning.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Visual Impairment:
Common Strengths
- Strong auditory memory and listening skills
- Excellent verbal communication and vocabulary
- Good tactile and spatial awareness (if taught early)
- Determination and independence
- Strong musical and auditory processing ability
- Ability to concentrate for extended periods on auditory tasks
Common Needs
- Adapted and enlarged materials or braille versions
- Assistive technology (screen magnification, screen readers, braille display)
- Environmental modifications (lighting, contrast, clutter-free)
- Orientation and mobility training
- Pre-teaching of concepts that rely on visual demonstration
- Support with social interaction and non-verbal communication
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Seat near the front with optimal lighting (avoid glare from windows)
- Provide enlarged print materials (minimum N18 font, or as recommended by VT)
- Use high-contrast materials (black text on cream/yellow background)
- Describe visual information verbally (write on the board and say it aloud)
- Allow extra time for all tasks involving reading or visual processing
- Maintain a clutter-free, consistent classroom layout
- Provide a sloped desk or reading stand to reduce fatigue
School Support
SOME - SET-led targeted teaching
- Visiting Teacher for the Visually Impaired (VTVI) involvement and review
- SET-led programme for adapted literacy (braille, enlarged print, or digital)
- Assistive technology training (screen magnification, screen reader, iPad with zoom)
- Pre-teaching of concepts that are typically taught visually
- Orientation and mobility training within the school
- Touch-typing programme for keyboard proficiency
School Support Plus
FEW - Multi-disciplinary team involvement
- Intensive braille instruction if appropriate (daily programme with VTVI/SET)
- Orientation and mobility specialist input for independent travel
- Full assistive technology suite (braille display, screen reader, magnification)
- SNA support for safety, mobility, and material adaptation if needed
- Multi-disciplinary team review (VTVI, OT, ophthalmology, parents) each term
- Modified curriculum materials prepared in advance (enlarged, braille, or digital)
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] has excellent auditory memory and can recall detailed information from oral presentations.”
- “[Student] has strong verbal communication skills and a wide vocabulary.”
- “[Student] is determined, resilient, and shows independence in familiar environments.”
- “[Student] demonstrates strong listening skills and concentrates well during auditory tasks.”
Needs Phrasing
- “[Student] needs all classroom materials provided in enlarged print (N18 font minimum) or digital format.”
- “[Student] requires assistive technology (screen magnification/screen reader) for curriculum access.”
- “[Student] benefits from verbal descriptions of visual information and pre-teaching of visual concepts.”
- “[Student] needs orientation and mobility support to navigate the school environment safely.”
Frequently Asked Questions
What are SMART targets for a child with visual impairment in Irish schools?
What is the Visiting Teacher for the Visually Impaired?
Does a child with low vision need to learn braille?
Official Irish References
Essential Guides
Related Conditions
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