As some of you are aware, I undertake training assignments through Charity Days. I, together with a couple of hundred other trainers, am registered with Charity Days and we offer our services to charities free of charge. Charities contact Charity Days, explain their needs, the trainers are contacted and those who are able to offer assistance do so. The charity then decides who to work with, and training happens.

There are obvious benefits for the charities, but the benefits are two-fold. I really enjoy meeting and working with people who have such a dedication to their chosen charities, I find it fascinating to observe and work with new organisations, and – perhaps best of all – I learn.

Over the past few weeks I have been delivering some Train the Trainer sessions for Guide Dogs for the Blind Association – so that staff and volunteers can equip their volunteer speakers to be as effective as possible. I have been to Worcester, Forfar and Leeds so far, and have one more booking in Manchester.

I have run sessions with several dogs in the classroom, and at Forfar the classroom had a window on to both a training arena and lovely dog kennelling (the dogs’ desire for mealtime was a minor auditory distraction!).

My practical learning, however, related to training blind and visually impaired people – I can’t recall having delivered training to seriously visually impaired people before. Having a few such people in the groups, it enabled Heather – my very dedicated and well-travelled Guide Dogs co-trainer – to seek their personal views on how to make training as accessible and engaging as possible for blind and visually impaired people. I found their help invaluable, and I was able to practice and implement some of their suggestions as the days have progressed.

Heather very kindly documented the contributors’ thoughts, and I have reproduced their tips here in case they may be of assistance to you now or in the future.

· Layout of the room should be described fully early on, and clear verbal instructions given during housekeeping rather than using pointing.

· The room should then not be changed throughout session unless absolutely necessary, and clear details should be given if this does occur.

· When there is a break, or people leave the room, ask that all attendees push their chairs in to reduce obstacles.

· When giving directions or explaining the layout of a room, image or training model, use a clock face to describe where items are – i.e. door at 8 o’clock or 3 o’clock. This is much clearer than using left or right, or other directions.

· If the visually impaired (VI) participant is to stand to give a talk or presentation, ensure they have a table or other solid surface to lean on so that they can retain their bearings.

· All attendees should introduce themselves in order of seating around room, so that VI participants can identify others more readily when discussions take place.

· The trainer / facilitator should ensure they know the names of participants and use them whenever addressing the person concerned.

· If using visual aids such as slides and flip charts, all text should be read out and any images described.

· VI participants will learn by listening and memory. Keep messages simple and clear, and allow time for new information to be taken in.

· It is generally better to have tables or desks as these enable VI participants to use note takers if required.

· Exercises should not be visual, and if a mental problem solving exercise is used, it should take into consideration the amount of information to be absorbed.

· Do not use colours to distinguish.

· Lighting should remain consistent in all areas of the room.

· If part of the session relates to demonstrating to sighted people the issues around being visually impaired, it is advisable not to use blindfolds. It is recommended that simulated spectacles are used so that attendees can gain an understanding of the barriers VI participants face as only a very small percentage of VI people are totally blind.

Paul