people, achieving independence is a primary goal and the attitudes and actions of those around them will play a major part in supporting that independence (160). Remember to support the young person as a whole - as someone with many different identities - and try not to focus only on their level of vision. People with vision impairment may be more likely to be asked questions about their condition than other groups of disabilities, perhaps because of society’s fascination with the sensory experience of being blind. Whilst some young people may welcome the opportunity to share their experiences, especially if they are connected to their distress or poor mental health, consider the context of your questions and whether it is relevant to your support. You should let the conversation be led by their level of comfort in sharing (160). It is particularly vital that an intersectional approach is taken when supporting a blind or partially sighted young person, as for at least half of the demographic an eye condition is just one of a number of disabilities and health problems they live with (164). Understand vision impairment Vision and terminology The majority of blind and partially sighted people have some useful vision. Most people are able to distinguish between light and dark, and many have varying amounts of peripheral or central vision. Even if a young person uses a white cane or a guide dog, they may have some useful vision (160). Additionally, their vision might fluctuate throughout the day and may be impacted by many factors including tiredness and stress (165). In the UK, ophthalmologists (hospital eye doctors), decide if someone can be registered as severely sight impaired (blind) or sight impaired (partially sighted). ‘ Sight impaired ’ or ‘ visually impaired ’, accompanied by labels of severity, are commonly used
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