Welcome to Positive Eye, the UK’s leading independent training and resource provider for children and young people with visual impairment.

Positive Eye delivers practical, resource rich courses and training to practitioners across the UK and Europe on how to meet the educational needs of children and young people with visual impairment.

  • Practitioners attend practical sessions at the course

Why have training from Positive Eye?

Positive Eye has evolved to become a highly respected, national and international training provider.  Regular clients, energised and enthused by Gwyn the Director, often look further to Positive Eye for more training because it does what it says on the tin – it is delivered by a practitioner with 20 years experience, in a practical, creative, hands on, interactive style and teaches the professional how to support children with VI in the classroom

Read more on the about page

Positive talk about Positive Eye


Practitioners recently attending ‘Teaching Braille to Children with Visual Impairments’ commented

‘Fantastic day and very inspiring’

‘Brilliant as ever’

‘Fantastic really enjoyable’

‘Excellent as ever, thank you for the inspiration!’

‘Lovely ideas to use with a child in my class. Great ways to engage child in learning’

‘Very enthusiastic and knowledgeable’

‘I thought the course was fantastic the course has been so refreshing, has given me so many ideas and has given me enthusiasm for short term and long term support that can be given to help build a child’s skills, most importantly whilst having fun.’



Positive Looking 2 available soon to purchase


Positive Looking 2

Available to purchase soon

Positive Looking 2 considers skill areas of visual perception in the context of visual functioning in a holistic, everyday setting. The framework provides goals and activities to enable a child to develop positive compensatory strategies to overcome any difficulties associated in the area of visual perception.

  • Visual Discrimination (including 2D and 3D objects/shapes/representations, perspective, photographs, black & white, colour, symmetry, pattern, facial expressions)
  • Figure Ground perception/discrimination
  • Visual Closure and recognising critical/key features
  • Visual Motor integration including hand-eye coordination and scanning, eye teaming,
  • Visual Memory or recall, and recall of left to right sequencing
  • Mobility, movement and Spatial awareness– understanding of gesture, posture, inter-social behaviours, position in relation to other visual elements, the understanding of conversions of 3D to 2D representations, the understanding of changes relative to oneself as they change in relative size and orientation


Goals, activities and ideas, observation points, session plans, overview of skill areas, measuring progress graphs


Frozen Literacy Resource

Creating a holistic approach based on a theme or story enables children who are visually impaired to access and enjoy literacy and numeracy activities in a meaningful way.

The film ‘Frozen’ has been tremendously popular with many children. The following are accessible, creative, fun ideas and suggestions to bring the story alive and to make it meaningful for children with visual impairments. The ideas offer a starting point and can all be adapted to suit the individual visual needs of the child you are working with.

Download the full resource sheet here

Watch the video clips on YouTube about the……

Frozen Story Bucket

Frozen Character Naming Game

Frozen Olaf Counting Game

TeachCVI project

During the next two years Positive Eye is participating in an Erasmus+ (European) project entitled ‘TeachCVI.’

The project partners are:

  • The National Institute for the Blind and Visually Impaired, Iceland (coordinator)
  • Child Vision, Ireland
  • State Diagnostic Centre, Iceland
  • The Royal Blind, Uk
  • KU Leuven, Belgium
  • Agency for special needs education and schools, Sweden

Photos of partners in TeachCVI project

Photos of partners in TeachCVI project

The partners include a wide range of specialist professionals including low vision therapists, special educators, teachers of VI, plus a child neurologist and a paediatrician.

The aim of the project is to:

  • To build a bridge between the teacher/educator and healthcare professionals to benefit children with cerebral visual impairment


  • making a tool for healthcare professionals and educators to screen for CVI
  • producing resources for assessment of CVI
  • creating teaching materials to support the child’s access to literacy

Our aim is to reach out to and disseminate the results of the project with as many educational and healthcare professionals as possible.

Visit www.teachcvi.net for more information

Feedback: Skills Tactile Graphics 1.12.15

Here is what the audience thought after attending the ‘Skills for Tactile Graphics course on the 1st December 2015.

The course included a free copy of the NEW SKILLS FOR TACTILE GRAPHICS Resource from Positive Eye.

Participants were guided through the hierarchy of tactile skills required to access graphics, starting with understanding real objects and concept development and moving through the stages of handling models, 2D representation and finally symbolic representation.

The key message of the day, of many, was:

Find the opportunities within the day to day curriculum to introduce, monitor, observe and build on these skills. Think of this curriculum spanning the child’s education sitting above what they do day to day in school. All these skills can easily be included within the day to day work in school, whatever their age.

Positive Eye can deliver this course to your Service, school or setting download flier 

To purchase the resource visit www.positiveeye.co.uk/positive-eye-shop page 3, item 30


Review of new product ‘Skills for Tactile Graphics’

Review of Positive Eye’s latest product by ‘Skills for Tactile Graphics’ by Dr Roxana Elena Cziker, Low Vision Therapist, Services and Institute for the Blind, visually impaired and deaf blind, Reykjavík, Iceland.

Photograph of resource ‘Skills for Tactile Graphics’

The resource “Skills for Tactile Graphic” is set up in a very professional and structural / organized way covering the holistic areas of practical tactile skills in children with vision impairment. The resource includes all the educational steps related to learning strategies for concrete, iconic and symbolic. The material is not only a resource which can be used in practice with blind children, but it also provides a clear description for teachers to apply in their daily activities to strengthen the tactile skills in blind children. Thus, the resource includes a checklist for development of skills providing a complete cycle of tactile development, evaluation – training – evaluation. I highly recommend this resource for teachers, parents of children with vision impairment as a model of creativity and passion in the field of vision impairment.

www.positiveeye.co.uk/positive-eye-shop page 3, item 30.



3 NEW practical, useful products from Positive Eye!!

Available to purchase from the Positive Eye Shop

  • ‘I Can’ develop self esteem, emotional well being and a ‘can do’ approach with this simple fun resource for children. (Page three item no: 28)

  • Roles and Responsibilities Training Toolbring the team around the child together, agree goals, agree roles and responsibilities – a practical, interactive tool for training (Page three, item no: 29)
  • Skills for Tactile Graphics a programme of ideas and suggestions to develop tactile skills to access graphics (Page 3, item no: 30)

Picture of Skills for Tactile Graphics Resource

Picture of Skills for Tactile Graphics Resource

  • Plus in addition to the large print rulers (item no: 31), there are now large print protractors available for sale (item no: 32)

Visit Positive Eye Shop for more information 


‘Positive Looking’ article in RNIB INSIGHT magazine

Read about how Bradford Service for VI use Positive Eye’s resource – ‘Positive Looking’ across the Local Authority Special Schools in a strategic way to support the development of visual skills, find the article on RNIB’s online version of INSIGHT magazine

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