While most children with impaired vision learn to use a formal literacy code such as print, braille or Moon, many others with additional learning difficulties may remain at the earliest stages of language acquisition and expression and never progress to the use of a formal symbol code. Whilst recognising this we believe that the path to literacy is a key issue for all children. Visually impaired children face barriers to language acquisition, have reduced access to visual symbols, and often miss out on meaning conveyed through the style of visual presentation. Most visually impaired children need additional skills to become fluent and discriminating readers and writers. Braillists also have to learn braille spelling contractions.
Visual impairment affects children across the ability range.
Literacy implications are therefore additional to other educational, social and cultural needs, such as English being an additional language. The development of literacy is dependent upon a child being able to relate to and communicate with others and to interact with his or her environment. Children with multiple disabilities and visual impairments often experience difficulties in all these areas of development. Most multiply disabled children with impaired vision have less exposure to reading and writing experiences than their sighted peers. Adult expectations are often low.