v. there is clear substantiated evidence, based on specific examples, that the child's visual difficulty places the child under stress, with associated withdrawn or frustrated behaviour.


The child's special educational provision

3:83. In the light of evidence about the child's academic attainments and visual disability, the LEA should consider the action taken by the school and, in particular, should ask whether:

i.     the school has taken the advice of appropriate external specialists, including, for example, a qualified teacher of the visually impaired, a mobility officer qualified to work with visually impaired children, the LEA's support services or a voluntary body

ii.    the school has formulated, implemented, monitored and evaluated individual education plans to support full access to and involvement in the curriculum and school life, ensuring that all teachers are aware of the child's difficulty and adopting appropriate classroom management measures

iii. the school has fully applied the access provisions of its SEN policy in the case of the individual child and, seeking external advice as appropriate, has explored the scope for and followed recommendations regarding physical adaptations - for example in the use of handrails, or in lighting and contrast application and training - to support the child's mobility

iv. the school has, in consultation with external specialists, for example the LEA's support services and/or voluntary organisations, explored the possible benefits of, and where practicable secured access for the child to, appropriate information technology, for example voice synthesizers linked to computers, providing training in the use of that technology for the child, his or her parents and staff, so that the child is able to use that technology across the curriculum in school, and wherever appropriate, at home

v. the school has sought the views of, and involved, the child's parents at each stage

vi. the school has, with the parents' consent, notified and sought the assistance of the school doctor and/or the child's general practitioner, as appropriate.

3:84. Where the balance of the evidence presented to and assessed by the LEA suggests that the child's learning difficulties and/or disabilities:

- are significant and/or complex

- have not been met by relevant and purposeful measures taken by the school and external specialists and

- may call for special educational provision which cannot reasonably be provided within the resources normally available to mainstream schools in the area

the LEA should consider very carefully the case for a statutory assessment of the child's special educational needs.