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Supporting Transition to Adulthood for Children with Vision Impairment

This curriculum framework training resource focuses on preparing children and young people with vision impairment for adulthood. It addresses potential barriers to inclusion, explores targeted intervention approaches, and emphasizes the importance of supporting successful transitions into further study or employment. By identifying barriers to access and emphasizing the significance of acquiring skills for independent living and mobility, the resource aims to equip individuals with vision impairment for success in adulthood.

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Supporting Transition to Adulthood for Children with Vision Impairment

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  1. Curriculum Framework for Children and Young People with Vision Impairment (CFVI): Core Training Resource 12 Area 11: Preparing for Adulthood

  2. Project Partners There are 4 partner organisations involved in the CFVI project. The production of these training/continuing professional development materials was led by VIEW (The Professional Association for the Vision Impairment Education Workforce), in association with a consultation group of stakeholders working in the field of VI Education.

  3. Curriculum Framework for Children and Young People with Vision Impairment (2022, p.15)

  4. Training Objectives (1) The objectives of this training resource are to: • provide an introduction to Area 11 of the CFVI: Preparing for Adulthood • explore examples of potential barriers to facilitating inclusion for learners with vision impairment and targeted intervention approaches we can draw upon to help reduce these e.g. specialist adjustments and teaching approaches • examine why a focus on this area is important for learners with vision impairment • provide links to useful resources/websites. •

  5. Training Objectives (2) Customisable slide if needed (see notes for the previous slide which give examples of training objectives that you could consider, depending on the nature of your presentation).

  6. About this area: Preparing for Adulthood • This area of the framework recognises the importance of supporting children and young people to prepare for their lives after compulsory education. This might include preparing for further study, employment or for children with complex needs, identifying the most appropriate settings for them to transition into. • The contents of this area need to be taken into consideration throughout the child/ young person’s life, to ensure that everything is in place for them to have a successful transition into adulthood. • Whilst children/youth specialist services might not provide direct support as the young person enters adulthood, the focus on preparation for adulthood will ensure that the young person and their family are equipped for participating in their next settings.

  7. Identifying potential barriers to access (1) Situation What does vision tell the young person in this situation? A young person without a vision impairment visiting a FE College. the route: easy to plan public transport and then find the college can access signage to Open Day reception, plus displays/handouts once the group tour is over the student is able to use school map to find rooms/staff for subject areas of interest in a crowd of unfamiliar people locate friends from current school • • In addition, this student has no SEND, therefore there is no need in advance of visit to liaise with college around any reasonable adjustments for the visit/the courses. • •

  8. Identifying potential barriers to access (2) Situation Inlcusive strategies to reduce barriers to access A young person with a significant vision impairment visiting a FE college. ?

  9. Identifying potential barriers to access (3) Situation Inclusive strategies to reduce barriers to access ? Add here

  10. Why a focus on this area is important (1) Key issues for VI education in England - VIEW (viewweb.org.uk) • In a longitudinal study tracking around 80 young people with VI over 8 years following transition from school, it was found that young people who do not have the opportunity to access the wider, additional curriculum while at school, are much less likely to make a successful transition into FE and HE and employment, and thus to independent adulthood. • A lack of independent mobility, living, learning and self advocacy skills makes it far harder for even high attaining young people with VI to deal with institutional failings in FE and HE and negative employer attitudes. • While young people with VI appear to remain in education for longer than their peers this extra time in education is not necessarily being used productively. There is evidence from the Birmingham University longitudinal transitions research, of young people with VI in further education ‘churning’, i.e. repeating years in college, or repeatedly taking courses at the same level (or even lower levels) and failing to progress.

  11. Why a focus on this area is important (2) Key issues for VI education in England - VIEW (viewweb.org.uk) • The employment rates for young people with VI aged 16-25 are also lower than those of their age peers (25.6% vs 54.0%), and the difference is not accounted for by the higher proportion of VI students in education. Overall, only 62% of young people with VI aged 16-25 were in education or employment compared with 80% of the general population of 16-25 year olds (25) • Poor levels of employment reinforce the risk of a negative self image on the part of young people with VI who can often feel they have failed in comparison to their non-disabled peers. It can also be seen as a poor return on the considerable additional cost of educating children and young people with VI if they reach adulthood without the qualifications, skills and confidence which they need to live and work independently.

  12. Examples of targeted intervention approaches for Area 11 listed in CFVI to reduce barriers (1) • Providing support in preparation for key post compulsory education transitions, e.g.: o Further Education; o Higher Education; o Seeking and participating in employment; o Assisted living. • Specialist input to careers education, information and guidance, including supporting volunteering/work experience opportunities, searching for and applying for jobs, disclosing vision impairment, preparing for interviews, supporting work experience placements.

  13. Examples of targeted intervention approaches for Area 11 listed in CFVI to reduce barriers (2) •Supporting the young person to take personal responsibility; recognising their rights and responsibilities. •Entitlement and benefits (including transitions between child and adult systems). •Supporting direct engagement between health professionals and social services personnel, local specialist adult sensory impairment services and young adults as they transition to adulthood. •Supporting understanding of certification of vision impairment. •Supporting skills and knowledge for accessing key community services, such as banks, libraries, and doctor’s surgery. •Wider relationships: house sharing, romantic relationships, preparing for parenthood.

  14. Why a focus on this area is important for (name of child/young person); what interventions are in place? Preparation for adulthood is key in helping to ensure a young person is able to participate as fully as possible in society; in turn this promotes more positive mental health. Individual support will be informed by: • Details of young person’s vision impairment • How it influences their access to the wider world/social interactions • What interventions are in place to support preparation for adulthood? What are the envisaged outcomes? • Who delivers/works on these outcomes?

  15. Summing up • Vision impairment creates distinctive barriers to access, learning and participation for children and young people as they enter adult life. • Targeted intervention approaches within inclusive learning environments (See CFVI, Area 1) are required to mitigate these barriers; and these interventions are anticipatory and begin early. • Collaborative working with the child/young person, family and educators is required to prepare young people for adulthood.

  16. What resources are available  The Bookshare Hub hosting resources to support the delivery of the CFVI is available from the RNIB (External)  Of particular relevance to this area is the Preparing for Adulthood category of the CFVI Resource Hub  The CFVI provides a list of targeted intervention approaches (page 33): Curriculum Framework for Children and Young People with Vision Impairment | RNIB

  17. References • Hewett, R., Douglas, G., McLinden, M., James, L., Brydon, G., Chattaway, T.,Cobb, R., Keil, S., Raisanen, S., Sutherland, C., Taylor, J., (2022) Curriculum Framework for Children and young People with Vision Impairment[CFVI]: Defining specialist skills development and best practice support to promote equity, inclusion and personal agency. RNIB

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