• Overview of Steps to Independence resource
  • Section 1 - Overview of the rooms in this resource

Room 2 - The Curriculum Room

• Overview of the Curriculum room
• Section 1 – Curriculum framework
  • Description of M&I Curriculum framework
  • How this fits with the literature
  • Why an M&I curriculum?
  • What was happening in the UK in 2000?
• Section 2 – Body and spatial awareness
  • Description of body and spatial awareness
  • A list of key skills
  • Good Practice: Some examples of body and spatial awareness teaching activities
• Section 3 – Social and emotional development
  • Description of social and emotional development
  • A list of key skills
  • Good practice: Some examples of 'social and emotional development' activities
• Section 4 – Travel skills
  • Description of travel skills
  • A list of key skills
  • Good practice: Some examples of 'travel skills' activities
• Section 5 – Independent living skills (ILS)
  • Description of Independent living skills (ILS)
  • A list of key skills
  • Some examples of 'ILS' activities
• Section 6 – Other considerations
  • Links with other curriculum areas and professional groups
  • Problem solving
  • Accreditation
• Section 7 – Useful links / resources
• Section 8 – Room recap – key things learnt
  • Review of learning outcomes from this room
  • Questions which may have been raised (and links with other sections)

Room 3 - The Delivery Room

• Overview of the room
• Section 1 - The delivery cycle
  • The delivery cycle
  • Other considerations affecting delivery
  • What was happening in the UK in 2000?
  • References
• Section 2 - Referral
  • Why referral is important
  • General principle: criteria for access to M&I education
  • When to refer and people involved
  • Methods of referral & procedures
  • Recommendations based upon good practice
• Section 3 - Assessment
  • Description of the assessment process
  • Initial assessment
  • Environmental assessment
  • Recommendations based upon good practice
  • Useful links / resources
• Section 4 - Programme design
  • Description of programme design
  • Issues to consider
  • Recommendations based upon good practice
• Section 5 - Intervention
  • Description of the intervention stage
  • Responsibility for M&I education
  • Time for M&I education
  • Recommendations based upon good practice
• Section 6 - Review
  • Description of the review process
  • Monitoring children's M&I
  • Reviewing and recording a child's progress
  • Reviewing the effectiveness of intervention
  • Recommendations based upon good practice
• Section 7 - Completion
  • Description of completion
  • Referring-on to other providers
  • Recommendations based upon good practice
• Section 8 - Pre-school provision
  • Description of pre-school provision
  • Importance of pre-school intervention
  • Responsibility for pre-school provision
  • Recommendations based upon good practice
  • Useful links / resources
• Section 9 - Post-school and Further Education provision
  • Description of post-school and Further Education provision
  • Responsibility for and continuity of mobility and independence provision
  • Entitlement to post-school provision
  • Recommendations based upon good practice
  • Useful links/resources
• Section 10 - Children with multiple disabilities and a visual impairment (MDVI)
  • Description of children with multiple disabilities and a visual impairment (MDVI)
  • General issues raised by respondents
  • Referral
  • Assessment, programme design, and review
  • Intervention
  • Recommendations based upon good practice
• Section 11 - Cultural background
  • Description of cultural background
  • Recommendations based upon good practice
  • Useful links / resources
• Section 12 - Room recap – key things learnt
  • Review of learning outcomes from this room
  • Questions which may have been raised (and links with other sections)

Room 4 - M&I Policy and Service Room

• Overview of the room
• Section 1 – Identifying professionals involved in delivering the M&I curriculum
  • Description of this section
  • Mobility and Independence Educator and M&I curriculum area
  • Key people supporting M&I intervention
  • Summary
  • Recommendations based upon good practice
• Section 2 – Different agencies involved in M&I provision
  • Description of this section
  • Skills required by professionals
  • Challenges regarding training
  • Recommendations based upon good practic
• Section 3 – Skills / training of professionals working with children
  • Description of this section
  • Mobility officer employed by education
  • QTVI with additional mobility qualification
  • Mobility officer/rehabilitation officer employed by social services
  • Mobility officer/rehabilitation officer employed by a voluntary organisation
  • Outside consultant mobility officer/rehabilitation officer
  • Multi-agency provision - issues to consider
  • Recommendations based upon good practice
• Section 4 – Potential role of special schools for pupils with visual impairment
  • Description of this section
  • Strengths of provision in special schools for pupils with visual impairment
  • Outreach role of special schools for pupils with visual impairment
  • Recommendations based upon good practice
• Section 5 – Developing / managing an M&I service - further issues to consider
  • Planning an M&I service
  • M&I policy
  • Funding issues
  • Recommendations based upon good practice
• Section 6 – Room recap – key things learnt
  • Review of learning outcomes from this room
  • Questions which may have been raised (and links with other sections)
• Section 7 – Useful links / resources
  • Resources
  • Useful Links to Organisations re: training programmes

Room 5 - Education Policies Room

• Overview of the room
• Section 1: The education of children with visual impairment
  • Numbers of children with visual impairment
  • Educational provision for children with visual impairment
  • The trend towards inclusion
  • The National Curriculum and the special curriculum
  • Useful Links / Resources
• Section 2: Special Educational Needs (SEN)
• Section 3: The Special Educational Needs Code of Practice
  • Description of SEN Code of Practice
  • School Action and School Action Plus
  • Statutory assessment and statements
  • Individual Education Plan (IEP)
  • Role of mobility and independence educator in relation to the new code of practice
  • Implications for M&I provision
  • Recommendations based upon good practice
  • Useful links / resources
• Section 4: The Special Educational Needs and Disability Act 2001
  • Description of the Special Educational Needs and Disability Act (SENDA) 2001
  • Part 1: Special Educational Needs
  • Part 2: Disability Discrimination in Education
  • Useful links / resources
• Section 5: Room recap – key things learnt
  • Review of learning outcomes from this room
  • Questions which may have been raised (and links with other sections)
• Section 6: Additional links / resources

Room 6 - Resource Room

• Overview of the room
• Section 1 – Glossary
• Section 2 – Examples of good practice carried out by services identified in the research project
• Section 3 – Recommendations based upon good practice for service delivery
  • Good practice recommendations for referral
  • Good practice recommendations for assessment
  • Good practice recommendations for programme design
  • Good practice recommendations for intervention
  • Good practice recommendations for review
  • Good practice recommendations for completion
  • Good practice recommendations for pre-school services
  • Good practice recommendations for post-school and FE provision
  • Good practice recommendations for MDVI provision
  • Good practice recommendations for culturally sensitive provision
  • Good practice recommendations for the role of special schools for pupils with visual impairment
  • Good practice recommendations when considering the role of different agencies
  • Good practice recommendations for the construction of a mobility and independence policy
  • Good practice recommendations for identifying staff to deliver mobility and independence education
  • Implications and good practice recommendations for those training key staff
• Section 4 – Key recommendations from the research project
• Section 5 – Examples of checklists for use in assessments
• Section 6 – Resource for developing a community-based mobility education service
• Section 7 – Other references used in this online resource and in the research reports
  • Resources for auditing an M&I service
  • Useful links to organisations re: training programmes
  • Resources for pre-school provision
  • Resources for post-school provision
  • Miscellaneous resources
  • References used in the full research report and this resource