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Please complete the form below if you would like to receive our dedicated enewsletter just for eyecare professionals. It’s the best way to get regular bitesize research roundups, and hear about the events and services we’re planning for you and your patients. You’ll also receive our quarterly digital publication, Sideview which is packed with more expert information and research news.

Can your visually impaired (VI) patients read your letters? This guidance has been produced to help you prepare documents for VI people.

The way you talk to patients about their macular disease can have a big effect on their mental health, and prognosis.

Eyecare professionals are on the front line of the fight against macular disease. These resources can help make sight loss less frightening for patients, and help you to be there for people facing macular disease today.

The below resources have been created to support QTVIs and teaching assistants who are teaching visually impaired students in educational settings.

This is part of a series about teaching vision impaired students. Subject-specific tips and resources can be found on our teaching resources page.

Touch and feel

Vision impaired (VI) students rely more on other means of communication such as sounds and touch. Teachers and support staff should use objects to help the VI student develop their own artistic vocabulary based on description, experimentation and to help them overcome not being able to learn by sight.

Touch and feel

Vision impaired (VI) students rely on other means of communication such as sound and touch. Teachers and support staff should give opportunities for VI pupils to explore, use materials and tools. Using tactile methods will help VI pupils to overcome not being able to learn by sight.

Touch, sound and smell

Vision impaired (VI) students rely on other means of communication such as sound, feel and smell. Olfactory sense has strong memory associations, which can be used in geography to establish a location in a student’s mind. Teachers and support staff should use objects to convey geographical skills and locations - these techniques can go some way to help a student who is not able to learn by sight.

Touch, sound and smell

Students with sight loss rely on other means of communication, so teachers and support staff should use objects and artefacts to convey historical events. These techniques can go some way to help a student who is not able to learn by sight.