Table Of ContentACCESS YOUR ONLINE RESOURCES
Supporting Life Skills for Children and Young People with Vision Impairment and Other
Disabilities is accompanied by a number of printable online materials, designed to ensure this
resource best supports your professional needs.
Activate your online resources:
Go to www .routledge. com /cw /speechmark and click on the cover of this book.
Click the “Sign in” or “Request Access” button and follow the instructions in order to access the
resources.
Supporting Life Skills for Children and Young
People with Vision Impairment and Other
Disabilities
This practical resource is designed to help professionals, parents, and carers on their journey to
independence with children and young people with vision impairments.
Building on the ideas and practices introduced in Supporting Life Skills for Young Children with
Vision Impairment and Other Disabilities, this book addresses middle childhood, the period
from when the child starts school, through to the onset of puberty. It offers a wealth of practical
strategies and activities to enhance key skills, including personal safety, advanced dressing,
personal hygiene, dealing with puberty, social skills, time, money and organisational skills,
eating, drinking and food preparation skills, and the transition to secondary school.
This book:
◆ Addresses the main independent living skills areas for vision impaired children in middle
childhood, by providing simple explanations of skills and offering practical strategies and
techniques to support progression onto the next stage
◆ Is written in a fully accessible style, with photocopiable pages and additional downloadable
eResources
◆ Provides a variety of documentation to chart the child’s development and show progress
over time
◆ This invaluable resource puts the changes that occur during middle childhood into context
and will help busy professionals, families, and carers start preparing children with a vision
impairment for adulthood, allowing them to become confdent and independent individuals.
Fiona Broadley has taught Habilitation Skills (mobility, orientation, and independent living) to
children and young people with vision impairments and additional needs for over 30 years.
As the Chair of Habilitation VIUK she helped gather research for the Mobility21 Project, which
led to the creation of the National Quality Standards for the delivery of Habilitation Training.
She currently heads a team of Registered Qualifed Habilitation Specialists and lectures at
Birmingham City University and the University of Birmingham.
Supporting
Life Skills for
Children and
Young People
with Vision
Impairment
and Other
Disabilities
A Middle Childhood
Habilitation Handbook
Fiona Broadley
Designed cover image: © istock and Fiona Broadley
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Fiona Broadley
The right of Fiona Broadley to be identifed as author of this work has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. The purchase of this copyright material confers the right on the purchasing institution to
photocopy or download pages which bear the companion website icon and a copyright line at the bottom of the
page. No other parts of this book may be reprinted or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks and are used only for
identifcation and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-032-24788-5 (hbk)
ISBN: 978-1-032-24789-2 (pbk)
ISBN: 978-1-003-28013-2 (ebk)
DOI: 10.4324/9781003280132
Typeset in Avant Garde
by Deanta Global Publishing Services, Chennai, India
Access the companion website: www .routledge .com /cw /speechmark
Contents
Contents
Common terms viii
PART 1
Introduction 3
PART 2
SECTION 1 Personal safety 11
SECTION 2 Advanced dressing and fastenings 22
SECTION 3 Puberty and personal hygiene 29
SECTION 4 Social skills 41
SECTION 5 Time and organisational skills 51
SECTIONS 6 AND 7 Money and shopping skills 56
SECTION 8 Eating and drinking 64
SECTIONS 9 AND 10 Food preparation and simple snacks and drinks 69
SECTION 11 Household chores 80
SECTION 12 Transitions 86
PART 3 Appendices
Appendix 1 Activities 97
Appendix 2 Handouts 133
Appendix 3 Let’s cook 197
Glossary 224
Further reading 240
vii
Common terms
Common terms used in this book.
You will refer to the parent, guardian, carer or professional supporting the child.
The use of he, she, or they is interchangeable when referring to the child.
The book will use the term vision impairment to refer to a range of different eye conditions
affecting vision. A child may be referred to as vision impaired or severely vision impaired which
may be abbreviated to VI or SVI. Occasionally the terms sight impaired and severely sight
impaired may be used as these are the currently accepted terms used on the certifcate of
vision impairment. These both replace but are synonymous with partially sighted and blind. The
abbreviation CYPVI refers to Children and Young People with Vision Impairment and is used at
multiple points in the book.
Reference may also be made to tactile learners. These children are unable to draw any visual
information and are dependent on tactile communication learning methods such as Braille,
Moon, on-body signing, etc. It does not necessarily preclude the use of speech. References
to children with useful vision or residual vision target those who would beneft from increased
contrast or well-saturated colours.
At points references will be made to PfA – Preparation for Adulthood Outcomes which may
be included in your child’s EHCP – Education Health Care Plan if they have one. The PfA
Outcomes were designed by the DfE following the recommendations to place more emphasis
on preparing for adulthood in the SEND Code of Practice 2014: 0 to 25 Years. These docu-
ments relate specifcally to England.
In Scotland the EHCP equivalent is the CSP or Co-ordinated Support Plan and in Wales it is
the Statement of Special Educational Needs, although SEN is changing to ALN – Additional
Learning Needs and each child will have an Individual Development Plan (IDP).
Dual sensory impairment relates to sight and hearing loss.
MDVI stands for Multiple Disabilities and Vision Impairment and MSI for Multi-Sensory
Impairment.
Habilitation Training is the term used for the teaching of orientation and mobility and inde-
pendent living skills or life skills to children and young people with vision impairments.
The Glossary terms at the back of the book also appear in bold within the main text.
viii
Part 1
Introduction
