Look for signs of visual difficulty in any child or pupil who is not meeting expectations. Visual difficulties are the likeliest cause! Know whom you can refer to, and how to go about this.

In class...

+ If spectacles are used, ensure you know when they should be used - and see they are!

+ Minimise board copying work.

+ Position pupils square on to the board if it is being used.

+ Make good use of colour to delineate information.

+ Be sensitive to fatigue and visual stress - give breaks (non-visual).

+ Allow use of marker when appropriate (finger or bookmark - or both).

+ Coloured paper may assist some children - let them choose.

+ If possible use sloping surfaces for working.

+ Ensure good posture for both reading and writing, including appropriate turning of writing material, and early attention to grip problems.

+ Check homework and spellings are correctly copied before being sent home.

+ Use multi-sensory approaches, majoring on visual recall, and not rote learning.

+ In maths, make good use of concrete aids such as blocks, rods and real   experience until numbers are "seen" and "felt".

+ Teach mind mapping skills.

+ Traditional games (hopscotch, skipping, etc.) may help with co-ordination development.

+ Plenty of basic movement and rhythm work is vital from an early stage.