Teachers of children and young people who are blind or partially sighted, deaf, or deafblind: guidance - consultation

Teacher competencies for teachers of children and young people who are blind or partially sighted, and GTCS Standard for Career-Long Professional Learning (2021)

Being a Teacher in Scotland

1.1 Professional Values

Demonstrate commitment to critical reflective practice:

• Engage in ongoing professional learning in relation to the curriculum and the field of visual impairment education studies.
• Show active involvement in collegial activities with other qualified teachers of children and young people who are blind or partially sighted (referred to in this Annex as “QTVIs”), other mainstream teachers, trainee TVIs (including mentoring of trainee TVIs when possible) and colleagues from allied professions such as speech and language therapy.
• Provide parent education opportunities.
• Plan and evaluate their own progress with the QTVI competencies and further skill qualifications.

Demonstrate a clear commitment to inclusion and anti-discrimination attitudes:

• Understand different attitudes to inclusion and visual impairment, including those related to identity and culture.
• Understand the Scottish context for rights-based child and young person-centred inclusive education.
• Critically understand what inclusive practice means for children and young people who are blind or partially sighted and what resources need to be in place to secure it.
• Uphold in their professional practice the rights and aspirations of all children to have at least one fluent language before the age of five.

Demonstrate accountability to children and young people who are blind or partially sighted, and others:

• This includes being accountable to the child or young person who is blind or partially sighted, their parents/carers, managers, local authority officers and inspectors in providing choices, information, support, and high-quality teaching.
• Maintain high expectations for successful learning, behaviour and outcomes for children and young people who are blind or partially sighted with the aim of closing the visually impaired-seeing attainment gap.
• Demonstrate openness and honesty about work performed as a QTVI, justifying decision-making professionally using evidence-based practices.

Demonstrate valuing the diversity and uniqueness of each child and young person who is blind or partially sighted:

• Demonstrate valuing the different strengths and challenges, seeing the child or young person who is blind or partially sighted as an individual and as part of many overlapping communities.

1.2 Professional Commitment

Demonstrate a commitment to continually update knowledge about visual impairment education:

• Critically evaluate research and resources, know how to read and interpret new research critically, and identify regular professional opportunities, networks and further study opportunities.
• Develop strategies to keep up to date in relation to policy, legal and curriculum changes in Scotland, and in the UK where relevant, which affect the education system and children and young people who are blind or partially sighted working in and with relevant organisations.

Demonstrate knowledge and understanding of the legislation and policies for children and young people who are blind or partially sighted:

• Be able to reflect on the effectiveness of their practice in different contexts and roles, and the level of awareness of appropriate practices for children and young people who are blind or partially sighted from ages 0–18 years, in the context of current legislation, policies and advice for education and access, and local and national support provision.
• The range of UK and Scottish legislation and policy relating to discrimination, privacy, child protection and human rights includes the Equality Act 2010; United Nations Convention of the Rights of Persons with Disabilities; Education (Scotland) Act 2016; Data Protection Act 2018; Getting it Right For Every Child, Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002; The United Nations Convention on the Rights of the Child; Children and Young People (Scotland) Act 2014, Standards in Scotland’s Schools etc. Act 2000; Additional support for learning: statutory guidance 2017; United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024
• Have knowledge of The Additional Support for Learning Dispute Resolution (Scotland) Regulations 2005, and understand the process for placing requests and referrals to the First-Tier Tribunal for Scotland (Additional Support Needs jurisdiction).
• Have knowledge of the information and support services provided by Enquire on Additional Support for Learning for parents and carers and young people.

1.3 Standard for Career-Long Professional Learning

Demonstrate openness to change and engagement with new ideas in the field of visual impairment education:

• Keep up to date with visual impairment education academic and professional reading, engaging actively with specialist professional associations.
• Show evidence of continuous updating of skills as new ideas influence visual impairment education practice and theories, through engagement with specialist ongoing professional development.
• Engage with other specialists (for example in journal clubs, practitioner inquiry, reviewing resources or systems) to improve visual impairment education.

Professional Knowledge and Understanding

2.1 Curriculum and Pedagogy

Have an enhanced and critically informed understanding of pedagogical and learning theories and professional practice:

• Demonstrate an understanding of the range of provision for children and young people who are blind or partially sighted, including home based learning, early years settings, mainstream schools, specialised resource-based units, special schools, and grant aided schools.
• Understand the importance of early intervention in supporting the needs of children and young people who are blind or partially sighted to achieve best possible outcome.
• Understand the visual impairment impacts on all aspects of learning including acquisition of language, cognitive skills, self-help, gross and fine motor skills.
• Know how low vision devices can help children and young people who are blind or partially sighted make effective use of functional vision, the range of low vision devices, and how to use and maintain them appropriately.
• Understand that specialised technology and the underpinning skills should be introduced at an appropriate time to maximise the potential benefits for children and young people who are blind or partially sighted.
• Know the principles of haptic perception and how to make best use of touch in teaching children and young people who are blind or partially sighted.
• Have a knowledge of, and ability to use effectively, the orientation and mobility techniques for both able bodied and wheelchair using children and young people who are blind or partially sighted.

Have an enhanced and critically informed understanding of curriculum design:

• Display an understanding of the specific needs and issues which can arise with children and young people who are blind or partially sighted at transitions, to and from different stages of education and experience.
• Display an understanding of how to support children and young people who are blind or partially sighted to access the curriculum.

Have an enhanced and critically informed understanding of planning for assessment, teaching and learning:

• Possess a knowledge of the impact on learning of specific medical conditions, syndromes and disabilities which can be associated with visual impairment.
• Understand the principles and practice of assessing functional vision including assessing neurological visual processing (cerebral visual impairment); and understanding and the difference between clinical and functional assessments.
• Know how to undertake functional assessments drawing upon the specialist assessment of others, selecting appropriate tools, making observations and to gather information regarding the child or young person’s functional vision from parents/carers and other professionals.
• Demonstrate in-depth and contemporary knowledge of learning media. Be able to conduct a learning media assessment and make appropriate recommendations where necessary in order for the child or young person to access the curriculum appropriately and effectively.
• Have a clear understanding of any special arrangements to support access to National (e.g. SQA) assessment materials. Know how to facilitate appropriate access and appropriate forms of adaptation for individual children and young people, be able to interpret the application of adapted assessment materials and be able to utilise their specialist knowledge to contribute to planning of future learning needs.
• Understand that most assessments are not designed or standardised to take account of the visual and developmental needs of children and young people who are blind or partially sighted. All assessments should be regarded as guides requiring a collaborative approach to interpretation from parents and professionals involved with the education of children and young people who are blind or partially sighted.
• Demonstrate a critical understanding of the principles of key working and informed choices.

2.2 Professional Responsibilities

Have an enhanced and critically informed understanding of education systems:

• Be able to reflect on the effectiveness of their practice in different contexts and roles, and the level of their awareness of appropriate practices for children and young people who are blind or partially sighted from ages 0–18 years, in the context of current legislation, policies and advice for education and access, and local and national support provision.
• Maintain a critical understanding of the supports and barriers for young adults, including Access to Work, Student Awards Agency Scotland, Disabled Students’ Allowance and support available for apprentices. Be able to signpost to other agencies for support.
• Understand the Further and Higher Education system in Scotland (and in the UK where relevant) in relation to children and young people’s aspirations, including potential barriers and articulation routes.

Have an enhanced and critically informed understanding of learning communities:

• Understand the roles and responsibilities of a range of specialist services and agencies that work with children and young people who are blind or partially sighted and their families and the contribution they make to the education, health and care of these children and young people.
• Possess the analytical, interpersonal, and organisational skills necessary to work collaboratively with professionals and parent/carers involved with the education of children and young people who are blind or partially sighted.
• Be able to create and understand how positive relationship/s with the child or young person, their family and those involved in their care and learning allows for open discussion and planning centred on the child or young person. Possess an ability to work inclusively and without discrimination.

Professional Skills and Abilities

3.1 Curriculum and Pedagogy

Plan effectively to meet children and young peoples’ needs:

• Be familiar with the effects of a range of ocular and cerebral visual impairments, genetic and acquired, and with the range of disability and needs associated with the present population of children and young people who are blind or partially sighted and the resulting implications for learning and development, including early movement and development, safety, and health.
• Collate and present through the ability to interpret and to critically analyse the educational implications of multidisciplinary assessments. Use assessments effectively, applying them to all aspects of the curriculum and skills of daily living including mobility and habilitation. This will include setting targets and planning teaching approaches to ensure the child or young person who is blind or partially sighted makes good progress. Assessments may also contribute to a comprehensive and collaborative evaluation of the appropriateness of provision for the child or young person who is blind or partially sighted.
• Be able to use a range of resources and implement a variety of techniques to provide a positive learning environment for all children and young people including the child or young person who is blind or partially sighted.
• Work collaboratively with habilitation specialists and other professionals to carry out environmental audits to identify the factors that contribute to good environmental design, accessibility, and health and safety.
• Ensure career education is appropriate and timely.

Critically and effectively utilise pedagogical approaches and resources:

• Demonstrate a critical understanding of the Curriculum for Excellence and the National Assessment framework.
• Understand how information is processed differently via alternative forms of accessible media. Apply this knowledge to specialised technology taking into consideration the likelihood of adoption including social factors, usability, and appropriateness.
• Anticipate the barriers to learning and participation that may arise for children and young people who are blind or partially sighted. Design, produce, modify and adapt teaching and learning materials, teaching approaches and delivery to make them accessible and appropriate for children and young people who are blind or partially sighted.
• Monitor the use and effectiveness of specialised approaches, devices, equipment, and resources to ensure that they achieve their intended outcomes for children and young people who are blind or partially sighted.
• Demonstrate understanding of how teachers of children and young people who are blind or partially sighted can advocate as agents of change in relation to services in and out-with education.

Critically and effectively use partnerships for learning and wellbeing:

• Demonstrate the ability to take account of the issues raised by parents, children and young people, teachers, and external agencies. To act on these issues so that outcomes are clearly communicated to children and young people, professionals, and parent/careers in order for the holistic needs of each child or young person to be considered.
• Work collaboratively with a range of professionals including school leaders, external agencies, parent/careers, and children and young people who are blind or partially sighted and to increase opportunities and raise attainment through joint planning, implementation, evaluation, and reporting.
• Understand when more complex situations might need specific interventions from other professionals including external agencies.
• Understand the range of mental health issues that may be experienced by children and young people who are blind or partially sighted, and the services available in Scotland to meet their needs.
• Contribute to transition planning to ensure a smooth transfer from one class, stage and school/setting to another for children and young people who are blind or partially sighted.
• Work collaboratively with school staff and other agencies to ensure children and young people who are blind or partially sighted are included in sex and relationship education.

Critically and effectively employ assessment, evaluate progress, recording and reporting as an integral part of the teaching process to support and enhance learning:

• Advise on base line performance and the use of assessment, identifying strengths as well as needs, so that any progress resulting from special provision can be determined.
• Prepare and write accurate assessment reports that can be understood and used by teachers, other professionals, parents/carers and where appropriate, children and young people with visual impairment.
• Use targets to develop criteria by which to assess and evaluate the progress of children and young people who are blind or partially sighted and to establish a time scale for review and evaluation.

3.2 The Learning Context

Critically and effectively organise and manage learning:

• Be able to critically evaluate the potential effectiveness of different educational / play settings.
• Demonstrate a critical knowledge of and ability to use a range of Information and Communication Technology (ICT), hardware, and software to help assess the needs of children and young people who are blind or partially sighted and support their learning to overcome or reduce the impact of sight loss.
• Be able to use and teach alternative reading and writing systems including uncontracted and contracted braille. This includes pre and early braille skills.

Critically and effectively engage learner participation:

• Apply a graduated support approach over time, based on a balance between providing access to learn, and developing skills of learning to access. Know how to encourage and support children and young people who are blind or partially sighted to take increasing responsibility for their own learning by involving them in making decisions about the type and level of support they receive with the aim of being as independent as possible.

Build positive, respecting relationships for learning:

• Advise and support families, parents/carers and schools in providing environments and experiences that support the child’s physical and emotional wellbeing.

3.3 Professional Learning

Engage critically with literature, research and policy:

• Critically evaluate research and resources, know how to read and interpret new research critically, and identify regular professional opportunities, networks and further study opportunities.

Engage in reflective practice to develop and advance career-long professional learning and expertise:

• Provide professional direction to support the specialist contribution of other colleagues, support staff, therapists, and parents/careers to enable maximum impact on children and young people who are blind or partially sighted. This can be achieved through advice, training, modelling, or coaching as well as providing continuing professional development opportunities for others.