Sign in
Photo of RNC A level students, Amelie and Ewan, taking part in fieldwork on Dawlish beach
27 August 2026
Read time: 8mins
‘When thoughtfully planned and creatively adapted, fieldwork can provide visually impaired students with the same opportunities for discovery, challenge, and independence as their peers without necessarily being costly or time-consuming.’
Catherine Tytherleigh
Fieldwork sits at the heart of our subject, yet it can easily become a box‑ticking exercise, particularly when barriers to learning such as visual impairment are present.
My own memories of A level fieldwork include clambering across beaches, ending up wet and muddy, and grappling with data interpretation late into the evening. Sharing a dorm, midnight feasts, and hostel food were all part of it. These moments all matter and there is no reason that this full, messy, authentic fieldwork experience should not be accessible to visually impaired (V.I.) students.
All students develop critical thinking, spatial awareness, data interpretation, and independent enquiry skills through fieldwork but for visually impaired students, it also nurtures confidence in navigating unfamiliar environments, strengthens tactile and auditory observation skills, and reinforces their place within the learning community.
Planning for accessibility
As with all teaching, the key is establishing a trusting relationship with your students so that they themselves are your best resource. Ask your students about their requirements and they will likely be keen to contribute to your planning, plus you will learn so much from them! Once needs are clarified, keep these in mind throughout the planning process.
Risk assessment elements such as terrain, traffic, potential weather conditions, and fire procedures require a bit more thought; it may also be necessary to think flexibly about locations you usually use. For example, will students be able to manage the terrain at the beach you usually visit? Do you need to undertake urban fieldwork at a quieter time of day? Additional staff may be required, particularly in busy environments or challenging terrain and extra time may need to be built into itineraries – it is possible for V.I. students to do most things, they just may need a little more time.
Thoughtful accommodation planning ensures visually impaired students feel included, comfortable, and able to participate in the communal aspects of the trip. Where possible, ensure bathrooms are close to dorms and that sleeping arrangements are appropriate. Similarly, clear communication with external providers helps ensure everyone is prepared for the needs of visually impaired students. In our experience, suppliers such as YHA and the Eden Project have gone out of their way to be helpful.
Adapting fieldwork methods
It is good practice to pre‑teach locational information and methods prior to the fieldwork itself, and this is particularly important for visually impaired students. They may require more time to process spatial information, and some may need additional reassurance. Pre‑trip materials can be adapted into large print, audio (for example using Microsoft Word or OneNote), or accessible digital text. This enables students to prepare at their own pace and in their own time.
Adapted methods might include counting traffic through sound, creating a scale and detecting changes in water velocity by listening, and exploring the texture and size of sediment and vegetation through touch. Environmental Quality Assessments can evaluate sound, smell, and microclimates. Students recommend audio‑description and object‑recognition apps such as Be My Eyes. These allow students to take a picture and ask what they want to know about it. AI such as Chat GPT can also do this but students have commented that the output can be ‘too much’.
Many VI students use iOS VoiceOver to read the screen on a phone or tablet plus students can also work collaboratively, for example by sitting together, listening, and building a shared soundscape. A mixed group could be challenged to design their own adapted data collection methods so that everyone can participate fully.
Data collection and recording
Voice notes or voice memos allow students to record measurements or notes verbally using a phone or tablet and MS forms is accessible with the specialist screen reading software JAWs and Fusion.
Where budgets allow, specialist equipment such as talking thermometers, sound output anemometers and talking scales can enable independent quantitative data collection. However, these are not essential; working in pairs or small groups can be equally effective for recording data, and peers are often highly supportive in ensuring visually impaired students can participate actively.
Creative approaches
Simple creativity can provide the most effective solutions. While tactile tape measures are commercially available, a rope with knots tied at measured intervals can serve the same purpose. Playdough can be used to model landforms or processes on the fly, and tactile maps can be created quickly using string or a glue gun on card.
Providing tactile examples and models is also valuable. For instance, a board with rocks representing different stages of the Powers Scale of Roundness can be constructed quickly and cost-effectively.
The road to independence
One of the most powerful outcomes of accessible fieldwork is the confidence it builds. We want our students to be active participants and as V.I. students become increasingly familiar with techniques and tools they can be encouraged to take ownership and support younger students, modelling what can be achieved. It also prepares students for the independence required to carry out their A level NEA data collection.
The value of local fieldwork
Whether measuring microclimates around the school, mapping soundscapes, or exploring land‑use patterns, local fieldwork offers a safe and flexible space where visually impaired students can experiment, make mistakes, and refine their skills, building confidence before longer trips. For example, we used a local park to conduct infiltration and carbon content studies, alongside designing and completing questionnaires.
Conclusion
When thoughtfully planned and creatively adapted, fieldwork can provide visually impaired students with the same opportunities for discovery, challenge, and independence as their peers without necessarily being costly or time-consuming. At the same time other students in the group learn social and support skills so everyone benefits and can actively be involved in designing and carrying out geography fieldwork.
What makes fieldwork work for V.I. students: The pupil’s perspective from geography students Amelie and Ewan:
- Knowing teachers well and feeling able to ask for help.
- Working 1:1, but we prefer it when the person supports us to do the work – we do not want them to do it for us!
- With a bit of thought many activities can be adapted quite easily to help us access them.
- Always ask us – we can do more than people think and often have ideas and technology to help us!
The Royal National College for the Blind (RNC) can be found on the following socials:
- Bluesky: @rnc.ac.uk
- Facebook: @The Royal National College for the Blind (RNC)
- Instagram: @rnc_hereford
- LinkedIn: @Royal National College for the Blind (RNC)
- TikTok: @rnc_hereford
- YouTube: @RNCHereford
Written by Catherine Tytherleigh with the help of RNC A level geography students Amelie and Ewan. The Royal National College for the Blind (RNC) is a specialist residential college of further education for people with a visual impairment.
© Catherine Tytherleigh and The Geographical Association, 2026.
