The Blind Spot in Education Statements/Plans for Children with Special Educational Needs

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

BackgroundChildren attending special education schools have a Statement of Educational Need (SEN) or Education Health and Care Plan (EHCP). The purpose of the SEN/EHCP is to identify the child’s educational, health and social needs and outline support required to meet these needs. This study aimed to evaluate the record of visual need in the SEN/EHCP against the presenting level of vision measured at an in-school vision assessment.MethodsTwo schools participated. All pupils of participating schools were invited to have a full in-school vision assessment. Parental permission was sought for the authors to view each child’s SEN. Presenting vision was defined as the child’s habitual level of vision, measured using tests appropriate for each child’s age and ability.ResultsTo-date, 104 children (aged 5-18 years) have participated. Learning difficulty within the group ranged from moderate to profound. Eleven children (10.6%) presented with a visual impairment as defined by WHO criteria (>0.50logMAR), of which five had information regarding their vision deficit recorded in the SEN/EHCP. Only one report described how this reduction in vision might impact on education or how the educational environment could be tailored to alleviate visual limitations.ConclusionsOver half the children in this study who were identified as having significantly reduced habitual vision did not have this information highlighted in their SEN/EHCP. If a child’s visual limitations are not communicated and recognised by schools, there is a danger that educational needs and potential may not be fully met.Acknowledgments The authors would like to thank the Department for the Economy and Action Medical research (GN2429) along with the Vision Translational Research Group NI HSC R&D for funding the project. Special thanks to staff, parents and pupils of Castle Tower and Roddensvale schools.
LanguageEnglish
Title of host publicationUnknown Host Publication
Pages671-672
Number of pages1
Volume37
DOIs
Publication statusPublished - 17 Oct 2017
EventChild Vision Research Society meeting - Ulster University, Coleraine
Duration: 17 Oct 2017 → …

Conference

ConferenceChild Vision Research Society meeting
Period17/10/17 → …

Fingerprint

special educational needs
health promotion
education
school
pupil
special education school
visual impairment
medical research
learning disorder
WHO
deficit
parents
Group
funding
staff

Keywords

  • Vision
  • paediatric vision
  • special schools
  • vision testing
  • eye examination
  • in-school vision testing
  • statement of educational need

Cite this

@inproceedings{058ccf6074e946158e087bc75bcf4a31,
title = "The Blind Spot in Education Statements/Plans for Children with Special Educational Needs",
abstract = "BackgroundChildren attending special education schools have a Statement of Educational Need (SEN) or Education Health and Care Plan (EHCP). The purpose of the SEN/EHCP is to identify the child’s educational, health and social needs and outline support required to meet these needs. This study aimed to evaluate the record of visual need in the SEN/EHCP against the presenting level of vision measured at an in-school vision assessment.MethodsTwo schools participated. All pupils of participating schools were invited to have a full in-school vision assessment. Parental permission was sought for the authors to view each child’s SEN. Presenting vision was defined as the child’s habitual level of vision, measured using tests appropriate for each child’s age and ability.ResultsTo-date, 104 children (aged 5-18 years) have participated. Learning difficulty within the group ranged from moderate to profound. Eleven children (10.6{\%}) presented with a visual impairment as defined by WHO criteria (>0.50logMAR), of which five had information regarding their vision deficit recorded in the SEN/EHCP. Only one report described how this reduction in vision might impact on education or how the educational environment could be tailored to alleviate visual limitations.ConclusionsOver half the children in this study who were identified as having significantly reduced habitual vision did not have this information highlighted in their SEN/EHCP. If a child’s visual limitations are not communicated and recognised by schools, there is a danger that educational needs and potential may not be fully met.Acknowledgments The authors would like to thank the Department for the Economy and Action Medical research (GN2429) along with the Vision Translational Research Group NI HSC R&D for funding the project. Special thanks to staff, parents and pupils of Castle Tower and Roddensvale schools.",
keywords = "Vision, paediatric vision, special schools, vision testing, eye examination, in-school vision testing, statement of educational need",
author = "Shelley Black and Emma McConnell and Julie McClelland and Julie-Anne Little and Kathryn Saunders",
year = "2017",
month = "10",
day = "17",
doi = "10.1111/opo.12421",
language = "English",
volume = "37",
pages = "671--672",
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The Blind Spot in Education Statements/Plans for Children with Special Educational Needs. / Black, Shelley; McConnell, Emma; McClelland, Julie; Little, Julie-Anne; Saunders, Kathryn.

Unknown Host Publication. Vol. 37 2017. p. 671-672.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

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AU - Black, Shelley

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N2 - BackgroundChildren attending special education schools have a Statement of Educational Need (SEN) or Education Health and Care Plan (EHCP). The purpose of the SEN/EHCP is to identify the child’s educational, health and social needs and outline support required to meet these needs. This study aimed to evaluate the record of visual need in the SEN/EHCP against the presenting level of vision measured at an in-school vision assessment.MethodsTwo schools participated. All pupils of participating schools were invited to have a full in-school vision assessment. Parental permission was sought for the authors to view each child’s SEN. Presenting vision was defined as the child’s habitual level of vision, measured using tests appropriate for each child’s age and ability.ResultsTo-date, 104 children (aged 5-18 years) have participated. Learning difficulty within the group ranged from moderate to profound. Eleven children (10.6%) presented with a visual impairment as defined by WHO criteria (>0.50logMAR), of which five had information regarding their vision deficit recorded in the SEN/EHCP. Only one report described how this reduction in vision might impact on education or how the educational environment could be tailored to alleviate visual limitations.ConclusionsOver half the children in this study who were identified as having significantly reduced habitual vision did not have this information highlighted in their SEN/EHCP. If a child’s visual limitations are not communicated and recognised by schools, there is a danger that educational needs and potential may not be fully met.Acknowledgments The authors would like to thank the Department for the Economy and Action Medical research (GN2429) along with the Vision Translational Research Group NI HSC R&D for funding the project. Special thanks to staff, parents and pupils of Castle Tower and Roddensvale schools.

AB - BackgroundChildren attending special education schools have a Statement of Educational Need (SEN) or Education Health and Care Plan (EHCP). The purpose of the SEN/EHCP is to identify the child’s educational, health and social needs and outline support required to meet these needs. This study aimed to evaluate the record of visual need in the SEN/EHCP against the presenting level of vision measured at an in-school vision assessment.MethodsTwo schools participated. All pupils of participating schools were invited to have a full in-school vision assessment. Parental permission was sought for the authors to view each child’s SEN. Presenting vision was defined as the child’s habitual level of vision, measured using tests appropriate for each child’s age and ability.ResultsTo-date, 104 children (aged 5-18 years) have participated. Learning difficulty within the group ranged from moderate to profound. Eleven children (10.6%) presented with a visual impairment as defined by WHO criteria (>0.50logMAR), of which five had information regarding their vision deficit recorded in the SEN/EHCP. Only one report described how this reduction in vision might impact on education or how the educational environment could be tailored to alleviate visual limitations.ConclusionsOver half the children in this study who were identified as having significantly reduced habitual vision did not have this information highlighted in their SEN/EHCP. If a child’s visual limitations are not communicated and recognised by schools, there is a danger that educational needs and potential may not be fully met.Acknowledgments The authors would like to thank the Department for the Economy and Action Medical research (GN2429) along with the Vision Translational Research Group NI HSC R&D for funding the project. Special thanks to staff, parents and pupils of Castle Tower and Roddensvale schools.

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