The Curriculum Framework for Children and Young People with Vision Impairment (CFVI)

As vision impairment is a low-incidence disability you may not come across many learners with vision impairment in your setting, school or college. However, when you do, help is at hand. The Curriculum Framework for Children and Young People with Vision Impairment (CFVI) is a UK wide framework that supports children and young people with vision impairment aged 0 – 25 to access an inclusive and equitable education.

The CFVI:

  • Is inclusive – the CFVI provides an overview of the key areas of learning that will enable the learners with vision impairment in your settings, school and colleges to access their education and extra-curricular activities in the most inclusive way, and with as much independence as possible
  • Promotes best practice - the CFVI is used by specialist staff from the Kent STLS sensory service to help plan and teach these key skills to the learners they support.
  • Shares understanding - the CFVI provides a shared language to aid discussions and understanding amongst all involved in the learners education; how and when these skills should be taught by suitably qualified specialists and how they can be reinforced by non-specialists.

The framework identifies 11 areas of learning that enables the learner to access the curriculum and participate fully in school life.

The 11 areas of learning are:

  • Facilitating an inclusive world
  • Sensory development
  • Communication
  • Literacy
  • Habilitation: orientation and mobility
  • Habilitation: independent living skills
  • Accessing information
  • Technology
  • Health: social, emotional, mental and physical well-being
  • Social, sports and leisure
  • Preparing for adulthood

The Qualified Teacher of Vision Impairment (QTVI), Early Years Vision Impairment Play Specialist (EYVIPS), Vision Impairment Technology Support Specialist (VITSS) or the Mobility Officer will work with the learner on every area over the course of their education, revisiting different ones as appropriate. The first area is at the heart of the framework and focuses on inclusion - ensuring that physical and social environments are inclusive and accessible for the learner.

It's vital that the learner can access and be taught to use the most appropriate form of technology to enable them to take part in lessons and extracurricular activities as fully as possible. The QTVI will also provide guidance on how the learner can best be supported by non-specialist staff in the classroom setting and during extracurricular activities.

It's helpful to have an understanding of these key areas of learning, and to be aware of the shared language used, so that everyone involved in the learners education can provide the relevant adjustments and support. Thereby making the environment as inclusive and accessible as possible and providing the opportunity for the learner with vision impairment to thrive.

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