This section provides you with practical advice about dealing with the challenges of supporting and meeting the needs of the diverse range of children who may be involved in the LMA process. It is split into topics each containing bite-size chunks of information and links to other sources.
Children who need to acquire their literacy skills though braille are individuals, they have different learning styles and they progress at different rates.
As a service it is important to have a record of each child's general progress and broad level of attainment in braille reading and writing. Find out more.
For some children dual media use is a legitimate and appropriate outcome of a LMA, but sustaining dual media use is a major challenge. Find out more.
For young people who are transferring their literacy skills to braille, the strategy is less about 'developing literacy through braille' than learning to transfer their existing literacy skills to a new medium - the braille code. Find out more.
Some children may have additional needs as well as their vision impairment. Find out more.
The concept of the 'Literacy toolbox' can be helpful when identifying and planning support. Find out more.
Measuring pupils' reading speeds is a key element in Learning Media Assessment. Find out more.