Habilitation Support for Visually Impaired Children & Young People

Habilitation Services are delivered to children and young people with vision impairment. Habilitation Specialists work in schools and other settings. The delivery of education to pupils with vision impairment is a statutory requirement. Some pupils require specialist habilitation support to ensure they can be independent at home and in school and access the mainstream national curriculum. In addition to providing support in education settings the current service includes assistance with independence and life skills to enable young people to lead fulfilled independent lives, where schools and early years’ settings do not have the expertise to meet the needs of pupils.

Habilitation Specialists (HS) will work within the geographical boundaries of the bi-borough (RBKC and WCC) in schools and other settings (as agreed) teaching children and young people with a visual impairment with and without additional needs, to gain independence through learning foundation skills that will enhance their lives.

Habilitation Specialists (HS) will work within the geographical boundaries of the bi-borough (RBKC and WCC) in schools and other settings (as agreed) teaching children and young people with a visual impairment with and without additional needs, to gain independence through learning foundation skills that will enhance their lives.

Children and young people who have a visual impairment will benefit from increased support of a Habilitation Specialist when moving into new settings, i.e. from early years to the school environment.

The HS in the habilitation service will:

• Find out about the child/young person’s initial clinical diagnosis of visual (and other) needs from the referral made by the QTVI (qualified teacher for children and young people with visual impairments);
• Gather further information about the child/young person’s needs by observing them in a variety of settings and activities (at home, around school, and outside of school) and by speaking to their parent/carer.
• Contribute to Annual Reviews of EHCPs by setting outcomes and targets.
• Carry out assessments using the Nat SIP criteria to determine the level of support required.
• Understand how the child/young person uses their available vision for everyday activities (e.g. when eating, drinking, moving and playing).
• Carry out these observations alongside parents and in communication with a qualified teacher of the visually impaired (QTVI).
• Consult with other professionals such as paediatricians, physiotherapists, teachers or learning support assistants when required.