Transcript Presentation on Inclusion by Julie Sweetings

Inclusion
Mainstreaming Low Vision Training
Educational Initiatives
• SEN and Disability Act
• Primary and Secondary National Strategies
• Excellence and Enjoyment
Common Characteristics of
Current Initiatives
• Quality First Teaching : Whole Class Planning is
essential to the progress of all pupils
• Graduated response to the identification of and
provision for individual needs for pupils who, for
whatever reason are not making progress.
• Access to a range of effective group and individual
interventions for pupils who, in order to make good
educational progress, require something more than
the school’s core offer.
Quality First Teaching:
Vision Friendly Schools
• School understands the role of the VI Service and
procedures for accessing support
• School and Service work collaboratively
• School committed to developing capacity to meet the
needs of learners with low vision.
• Needs of pupils with VI are considered in whole
school bids and initiatives
• Reasonable environmental adjustments made
throughout the school
Quality First Teaching:
Vision Friendly Schools
– Pupil need and views taken into account as an
integral part of curriculum planning.
– Teaching styles are adapted to include
descriptions of and opportunities for additional
experiences to supplement visually mediated
information
– Texts are available in appropriate alternative
formats in a timely manner
– The learning environment is designed and
maintained to be accessible to learners with low
vision.
Additional Needs of Low Vision Learners
Focus on Use of Vision: Time Limited Interventions
School Action : What Works?
1. Activities to promote visual perception
• Visual Discrimination
• Visual Figure Ground Discrimination
• Visual Memory
• Visual Closure
• Visual Spatial Relations
• Visual Motor Co – ordination
• Mobility and Orientation
Additional Needs of Low Vision Learners
Focus on Use of Vision: Time Limited Interventions
2. Optical Functioning
• Visual Awareness
• Visual Attention
• Visual Fixation
a) eccentric viewing b) peripheral vision
• Visual Focus
• Visual Fusion
• Visual Tracking
• Visual Scanning
Additional Needs of Low Vision Learners
Focus on Use of Vision: Ongoing Interventions
Managing visual impairment: for the individual
• Use of low vision devices
• Use of non optical aids
• Use of ICT and other specialist equipment
• Personal and Social Development
• Orientation and Mobility
• Concept Development
• Communication skills – oral and written
Inclusive Provision Management
Mapping provision to meet needs relating to low vision
Quality First Teaching
Wave One
Personalisation
School Action
Wave Two
Personalisation
Class teacher’s planning takes
account of individual pupil need
and ensures
•Optimum learning conditions
prevail
•Teaching style adapts to
accommodate pupil’s learning style
•Additional experiences are
provided to supplement visually
mediated information
•Texts and diagrams are available
in a timely manner in appropriate
formats
1. Five a day group activities to
promote perceptual functioning
2. Five a day group activities to
promote Optical Functioning
3. Group activities to promote
independence
4. Group activities to promote
personal and social development
School Action Plus
Wave Three
Individualisation
Discrete programmes unique to the
individual
•Use of low vision devices
•Use of non optical aids
•Use of ICT and other specialist
equipment
•Personal and Social Development
•Orientation and Mobility
•Concept Development
•Communication skills – oral and
written
Mainstreaming Low Vision
Training
The Way Forward
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Start with the vision friendly schools document.
Work together to identify and agree strategies
that promote all aspects of the use of vision
Identify which strategies can be adequately
supported by non specialists – with insight.
Produce teaching materials and teacher
guidance.
Pilot the strategies and build up a menu of
interventions that have been shown to work.