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Specialist Educational Programmes for Children Who Are Blind or Vision Impaired (VI)

Our team of Qualified Teachers of children and young people with Vision Impairment (QTVIs) provide specialist knowledge, skills and deliver a high-quality service. We are responsible for providing specialist teaching promoting inclusion and ensuring access to learning.

Curriculum Framework for Vision Impairment (CFVI) - The CFVI is a UK framework for learners aged 0-25 that presents outcomes within 11 areas where learners with VI may require specialist skills teaching to access the school curriculum and the wider world.

A circular diagram titled “Curriculum Framework for Children and Young People with Vision Impairment.” The centre reads “Active child or young person” and is surrounded by eleven labelled areas, including sensory development, communication, literacy, mobility, independent living, accessing information, technology, health, leisure, and preparing for adulthood.
 

The Vision Support Service (VSS) can assess and recommend these Specialist Teaching Strategies:

Tactile Literacy Programmes:

  • Teaching Braille reading and writing (ASDAN Braille Courses) UEB Braille Programme: Grade 1 and Grade 2 - This programme introduces and develops literacy through Unified English Braille (UEB). Grade 1 Braille focuses on learning the alphabet, numbers, punctuation, and basic symbols without contractions, building a strong foundation in tactile reading and writing. Grade 2 Braille extends these skills by introducing contractions and short-form words, enabling faster reading and writing. Students learn rules for contractions, word signs, and formatting, preparing them for fluent braille literacy across all subjects. The braille programmes combine structured lessons, tactile practice and real-world application to ensure learners progress from basic braille to advanced reading and writing skills for independence.

A printed chart showing the braille alphabet, with each letter of the alphabet shown alongside its braille dot pattern.
 

  • Integrating Braille into Mainstream Curriculum- Braille is taught alongside the standard EYFS and National Curriculum so children and young people can access the same learning as their peers. All reading and writing tasks use braille instead of print and materials such as handouts, reading materials and textbooks are adapted or provided in braille. Braille skills progress from basic letters to advanced contractions as academic demands grow. Exams and assessments are also adapted for braille access. Collaboration between class teachers and VI specialists ensures braille learning is fully integrated and meaningful.

A child’s hands exploring a raised tactile illustration in a picture book, with printed text visible on the opposite page.
 

Braille Courses

We use RNIB Hands On is an introductory braille reading scheme (Grade 1 UEB). It is designed for young children aged 4 to 6 years. This first-stage program helps children develop early braille reading skills, making the transition to independent reading easier and enjoyable.

RNIB Take Off. This course builds on Hands On or Braille for Infants and takes learners to the end of the contracted braille code (Grade 2 UEB). It focuses on developing knowledge of phonics, braille contractions, and word signs, while fostering a love of reading and writing.

RNIB Abi Books. A collection of humorous stories about the adventures of a six-year-old blind girl. These books provide enjoyable reading practice for young braille readers who have completed the Hands On course.

RNIB Fingerprint. This is a Grade 2 (contracted UEB) braille course for people learning to read by touch due to sight loss. It can be used for self-study or teaching others. Starting with pre-braille skills, the course introduces the full contracted braille code in small, manageable steps, with plenty of practice through short reading passages and writing exercises.

A simple black‑and‑white book cover titled “Hands On Level 1 Story Book, For all I like,” with an illustration of a striped bag and a small textured circle. A book cover titled “The Abi Books: The Adventures of a Young Blind Girl, Teachers’ Handbook,” with a simple line drawing of a girl’s face with pigtails.

 

  • Tactile Discrimination Skills (TDS)- This programme develops the skills and concepts needed for independent access to tactile images. Through progressive stages (Programmes 1–3), students build language, spatial understanding, and tactile discrimination. At the advanced level, they learn to interpret tactile diagrams with supporting braille descriptions, preparing them to confidently access diagrams in exams. Teachers use print versions for guidance, ensuring consistent support throughout the learning process.

A red tactile board with pairs of textured circular pads, including soft, smooth, rough, cork and patterned surfaces. A tactile graph with raised braille grid lines and two pipe‑cleaner curves placed on it, one red and one blue. A booklet cover titled “Tactile Discrimination Skills, Advanced,” with heart icons, anatomical line drawings, and words like rough, soft, smooth, bumpy and furry.

 

  • I-M-ABLE Programme- (Individualised Meaning-Centred Approach to Braille Literacy Education) is a student-centred method designed to make braille learning engaging for children who struggle with traditional approaches. It focuses on each learner’s strengths and needs, using meaningful vocabulary drawn from their experiences and interests. This guide provides practical steps for implementing the approach, helping young people, especially those with mild to moderate cognitive impairments to develop their braille reading, writing and related literacy skills.
  • The LEGO® Braille Programme- This resource promotes early braille skills for children and young people who are vision impaired or blind. The activities are divided in 3 sections: pre-braille, basic braille and braille with 3 levels of difficulty, but no age recommendation. This is a fun way to support the learning of braille literacy skills.

A selection of brightly coloured LEGO Braille Bricks scattered across a card labelled “LEGO Braille Bricks, The LEGO Foundation.”
 

Specialist Teaching Approaches and Support:

    • Multi-sensory learning approaches.
    • Use of tactile (touch use of hands), auditory (listening) and olfactory (sense of smell) and visual resources where appropriate. 
    • Total Communication strategies - Total communication uses a range of methods to support understanding and expression for individuals who have difficulty with speech or language. These methods include vocalisations, tone of voice, facial expressions, speech, pointing, gestures, drawing and writing. Tactile signing for sensory learners can also support their wider understanding of the world around them and is particularly useful for young people with complex needs and PMLD.
    • Use of assistive technology to meet need. This includes looking at VI specific solutions including specialist technology but can also focus on the benefits of mainstream technology with in-built accessibility settings.
    • Teaching towards student agency, knowledge of eye condition and self-advocacy. This may be in the form of a mini-project or the preparation of a presentation to show a friend about their eye condition. However, it might just be working with their QTVI to research more about the eye condition/s they have. The VSS can offer bespoke training in schools and also provide peer sessions to help everyone fully understand the young person’s eye condition and how best to support them.

Positive Looking™ Visual Skills Programme- This programme is a comprehensive framework, developed by Positive Eye.  It is aimed at supporting children with VI to develop and improve their visual skills. Positive Looking™ focuses on various aspects on visual functioning including awareness, attention, fixation, tracking and scanning. The programme is particularly beneficial for children with complex needs.

Positive Looking™ Visual Skills Programme- This programme is a comprehensive framework, developed by Positive Eye.  It is aimed at supporting children with VI to develop and improve their visual skills. Positive Looking™ focuses on various aspects on visual functioning including awareness, attention, fixation, tracking and scanning. The programme is particularly beneficial for children with complex needs.