'Process Consultation' as a model for advisory services for children with impaired vision

Abstract

Because increasing numbers of children with visual impairment receive their education in main stream schools, LEA provision relies more and more on peripatetic advisory and support teams. Current concern about the access to and resourcing of these services heightens the need to maximize their efficiency and cost-effectiveness. This requires a clear understanding of the per sonal and professional competencies which the support role entails. The following article seeks to identify these competencies by examining the literature on the 'process consultation' model and by analysing the day-to-day activities of a member of an LEA service for visually impaired children. A survey of classteachers' perceptions of the role indicates priorities for future training for both the supporters and the supported.