Area 3: Communication

This area of the CFVI recognises the importance of working with children and young people to develop effective communication in formal (e.g. in the classroom) and informal settings (e.g. outdoor spaces).

For more information regarding this element of the framework, please download the Curriculum Framework for Children and Young People with Vision Impairment (CFVI) and accompanying guidance.

Examples of targeted intervention approaches

• A clear and developing communication pathway.
• Receptive and expressive communications.
• Communication and literacy development through sensory stories that are appropriate for children and young people with vision impairment.
• Appropriate and accessible communication approaches for learners, e.g.
  • visual/tactile symbols, spoken, sign language, sign systems, on-body signing, objects of reference/tangible symbols, tactile symbols, auditory/vocal;
  • visual/tactile access to dual communication boards, including technology that relies on communication through various kinds of switches;
  • augmentative and alternative communication (AAC);
  • body language;
  • spoken word, working with scribes.
• Choosing appropriate and suitable communication approaches (or combinations of approaches) for learners.
• Teaching and supporting good communication skills to empower the learner to articulate their needs in different environments.
• Training on modes of communication for the workplace, such as email, video conferencing, and support for understanding the use of language in formal work settings.
• Social skills, including social norms and awareness of nonverbal cues.

See also, resources in Area 4: Literacy and Area 9: Health: Social, Emotional, Mental and Physical Wellbeing

Use of resources in practice

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Externally Linked Resources (by topic)

• Appropriate and accessible communication approaches for learners: choosing, teaching, supporting
• Communication and Literacy Development through Sensory stories