Is qualified as visual impairment, a decrease in vision that cannot be corrected by glasses, treatments, or surgeries. It is measured by visual acuity (ability to distinguish details) and visual field (the extent of what one can see). Among the visually impaired, a distinction is made between Visually impaired Some people Blind. The former have a visual acuity between 4/10 and 1/10, while the latter have an acuity less than or equal to 1/20.
Visual impairment mainly affects adults. Although it is rarer for blindness or low vision to occur in younger individuals, they should be able to benefit from a schooling optimal regardless of their geographical location or the degree of their disability.
Context
According to Federation of the Blind and Amblyopic of France, 1.7 million people are estimated to have a vision disorder in France, including 207,000 blind and 932,000 visually impaired. With regard to schooling, nearly 10,000 blind students attend school each year as well as 35,000 students with amblyopia*. Their schooling options include regular classrooms, Localized Units for Inclusive Education (ULIS), and Sensory Education Institutes (IES). The decision on the mode of schooling is often made with the support of MDPH*, who assess the individual needs of each child to recommend the most appropriate system.
The school inclusion of these young people is important not only for their educational development but also for their personal development and social integration. This allows children with visual disorders to develop fundamental skills for their autonomy and future professional integration.
The school enrollment rate of these children in ordinary environments has increased, but challenges remain in ensuring an appropriate and effective education for each of them.
The first challenge lies in the geographical distribution of specialists, coaches or teachers. Indeed, some students cannot benefit from a specialized support or training at braille due to the lack of qualified teachers in their region or department. On the other hand, this situation is much less catastrophic in large cities such as Paris.
Respondents to The survey for the 2023 Homer study were able to express themselves about their school career and, in addition, highlighted the difficulty of accessing educational content adapted and the lack of training for teachers with visual impairment in ordinary classrooms.
For its part, ANPEA (National Association of Parents of Blind Children) reports a rather alarmist fact through His 2021 survey : more than 600 visually impaired children would be left behind, waiting for a place to become available in specialized services. In the meantime, they remain without support despite a notification from the MDPH.
Impact of visual impairment on schooling
Vision deficits impact a child's school career. From kindergarten to high school and beyond, educational adjustments are a must. For the youngest, in kindergarten and elementary school, visual disorders can hinder the development of basic skills and motor skills. In middle and high school, the challenges intensify with the complexity of the disciplines studied. Visual aids, note taking, and participating in activities can be significant challenges. With regard to higher education or vocational training, autonomy then becomes central.
Development, course follow-up and the acquisition of autonomy are all the elements for which adapted tools and teaching methods specific measures must be put in place to facilitate access to the school curriculum and the development of the child. Course materials should be adapted, individualized support should be provided, and Braille should be learned from an early age.
Given the considerable impact that a visual impairment can have on children, adolescents and young adults who are not properly accompanied, it is our duty to support them in a state of law such as ours.
Education must be accessible to all without discrimination.
Technical resources and arrangements
To ensure effective inclusion, the adaptation of the school environment and the use of specialized technology is essential.
Regarding learning and course follow-up, various devices are possible:
- Screen reader software that turns displayed text into speech or Braille,
- text enhancers and contrast editing software, such as the solution offered by Magic Sight
- equipment such as Braille displays that convert digital text into Braille,
- audiobook readers facilitating access to educational resources,
- interactive whiteboards in the classroom as well as textbooks in Braille or large print and tactile models allow a better understanding of the lessons.
In addition, arranging structures correctly is another equally important point. This may include installing ramps, contrasting floor markings, and sound beacons to help with orientation in space. Classroom layouts should also take into account specific lighting and furniture needs to facilitate circulation.
Inclusive education for visually impaired students also involves the training of teachers and AESH*. They must acquire skills to adapt their teaching methods and use the technical aids at their disposal.
Education, a fundamental right
Education is compulsory from the age of three in France. But it is also a fundamental right for all children, regardless of their situation.
Advances have been made in the inclusion of visually impaired children in school. However, there is still a long way to go towards full integration and effective care. Therefore, efforts must be continued to provide the necessary resources and improve the training of professionals who supervise these young people.
* Amblyopes: people who have reduced visual acuity in one eye. So there is a difference in vision between the two eyes. The affected eye is often called the “lazy eye.” Amblyopia can affect both eyes but it is a fairly rare phenomenon.
* MDPH (Departmental Houses for Persons with Disabilities): public structures that offer a one-stop shop for people with disabilities. Their role is to welcome, inform, support and process requests related to rights, benefits, employment, adapted housing, schooling, etc.
* AESH (Accompanying Students with Disabilities): professional who provides individualized support to students with disabilities in schools. Its role is to assist the student in his daily school activities, thus promoting his integration, his participation in the classroom and his autonomy. He works closely with teachers and educational teams.
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