RNIB position statements: education

RNIB believes that all blind or partially sighted children, young people and their families should enjoy the same rights, freedoms, responsibilities and quality of life as those who are fully sighted.

No two children are the same and there are many other factors that influence a child's development as well as their visual difficulties. These include their individual personalities, their family circumstances, any additional disabilities they may have and where they go to school.

Despite these many differences, RNIB believes there are some fundamental principles that should underpin the life chances of every child with visual impairment. While their disability may play an important part in children's development and their adult lives, it should not be seen as defining them or limiting the choices open to them.

Growing up with little or no sight may present challenges for learning and social interaction but it does not need to create barriers. It may mean doing some things differently, but it does not mean doing them less well than everybody else. To make the most of their potential blind and partially sighted learners need:

• Regular access to appropriately trained staff, including specialist teacher, teaching assistants of children with visual impairment and mobility/habilitation workers.
• Appropriate resources to stimulate and promote learning. These include curriculum materials in alternative formats, individual communication technology and specialist equipment.
• A stimulating environment and sufficient time to explore objects and activities fully in order to develop understanding.
• Informed and positive attitudes from those around them, including staff and fellow learners.

We have developed a series of position statements on key aspects of provision to help safeguard the quality of support that blind and partially sighted children and young people receive. We hope that professionals and parents will find these useful. We will update these statements and produce new ones on different aspects of provision as the need arises.

Education Provision

• RNIB position statement on the effective deployment of Teaching Assistants (TAs) (Word, 145KB) (New!)
• RNIB position statement on the role of local authority services for children with visual impairment (Word, 180KB)
• RNIB position statement on specialist support for blind children (Word, 24KB)
• RNIB position statement on effective support (Word, 24KB)
• RNIB position statement on educational provision (Word, 24KB)

Early Years

• RNIB position statement for early years (birth to five years) (Word, 24KB)

Access to curriculum and exams

• RNIB position statement on accessible formats for public examinations (Word, 156KB)
• RNIB position statement on literacy entitlement (Word, 25KB)
• RNIB position statement on cognitive ability and selection tests (Word, 171KB)

Professional Qualifications

• RNIB position statement on the need to hold a mandatory qualification in visual impairment (Word, 24KB)
• RNIB position statement on the role and training of teaching assistants (Word, 24KB)

All of RNIB's position statements are endorsed by VIEW, the national association of professionals who work with children with a vision impairment. To find out more, visit the VIEW website.