SUPPORT SERVICES | Pioneer School
Referrals for placement of visually impaired learners can be done directly via the psychologist.
Preschool support service is offered to prospective candidates; support and counselling in terms of stimulation, eye conditions and school readiness are offered during the sessions, because early identification of and intervention with visually impaired learners are top priority.
Psychotherapy for the spectrum of psychological needs of learners, as well as counselling with regard to subject choices, career opportunities and study methods are offered.
Resource centre services to mainstream schools with regard to identification, treatment and support of learning and visual barriers are offered.
Examination assistance to learners who need transcriptions.
Two Orientation specialists train learners during individual lessons.
In order to enable visually impaired learners to move with more ease independently or with a sighted guide and to know where they are, it is necessary that they learn special skills and techniques.
evaluation of functional vision,
training in the utilizing of residual vision,
development of sensory and motor skills,
orientation and preparing for and training in the use of the long cane.
THE USE OF ECHOLOCATION IN ORIENTATION AND MOBILITY TRAINING
Echolocation – to “see” with sound
We start by sensitising students to echoes, usually by having them detect and locate easy objects, such as large wooden panels and plastic trays. Once they can do this, we move on to learning to recognise more complex echoes such as staircases, metal poles, walls, openings, windows and doorways.
They actively create sounds, such as by tapping their canes, lightly stomping their feet or by making clicking noises with their mouths or fingers.
By interpreting the sound waves reflected by nearby objects, a person trained to orientate with echolocation can accurately identify the location, density and sometimes the size of nearby objects and not only use this information to steer around obstacles and travel from place to place, but also detect small movements relative to objects.
One speech therapist evaluates and applies therapy with regard to:
HEARING: screening and support with regard to hearing aids and middle ear infections
LANGUAGE: vocabulary and correct sentence construction, as well as sound awareness skills
SPEECH: articulation, cleft lip/palate, fluency techniques in stuttering
Eating and swallowing problems
Resource centre – counselling and support to mainstream schools
Community service – therapy in meritorious cases
The school nurse focuses on preventative, promotative and curative interventions in order to promote the optimum physical, emotional and social development of learners through identification of health-related barriers to learning and accommodation thereof in the learning and living environment.
Primary, secondary and tertiary health care services are offered.
Referrals to relevant specialist services; administering of medication; adaptations within the learning environment; awareness of barriers and implications; support services within resource centre; visual screening; early intervention, e.g. development of vision, support of learners with multiple disabilities and learners with deaf blindness within the learning environment; adaptations for visual impairment in the learning and living environment.
Co-ordination of health clinics according to learner needs, e.g. eye care and dental care.
A large number of the learners at Pioneer School will not be able to function effectively in a mainstream school due to a variety of barriers.
The problems they experience with reading and writing are identified by the occupational therapist after thorough assessment and observation in the classroom.
Barriers are addressed during individual or group therapy.
Adaptations are made to accommodate them in the classroom.
The visually impaired learner also needs specific skills and techniques with regard to independence in order to function optimally in the learning and living environment.
Preschool children are assessed by the occupational therapist as part of the resource centre’s involvement. Counselling and home programmes, aiming to address and minimize learning barriers.
Learner support for partially sighted and blind learners in the teaching environment
The support services are available to assist in class (Holistic approach)
The following specialised equipment are available:
Braille textbooks, examination papers, tests, etc.
Acrobat Reader (partially sighted learners)
Dark green lined paper and writing books (partially sighted learners)
Correct lighting in classes (partially sighted learners)
Apex braille note
Individualized teaching approach and ITP
Question papers/text books/notes are provided in Braille, large print, small print and on audio tapes depending on the needs of the learners
Learners answer question papers in Braille, in writing or on the computer
Amanuensis is available for certain learners who qualify for it
Mainstream tuition in small class groups with learner support, interventions, examination support and audio-visual aids
A supportive code of conduct for the strengthening of positive behaviour/life skills
An orientation and mobility course is presented during school hours
Adapted study material for RNCS (mainstream curriculum)
Enough space between desks
Special desks adapted for blind pupils
Weekly timetable is followed, fixed school routine (no unnecessary changes)
Learning support (remedial teaching)
Meeting between parent, teacher and support services
DURING EXAMS & ASSESSMENTS
The following concessions are available during examinations and assessments:
Amanuensis (Assisting with reading and writing of examination papers)
Promote efficient life skills
Verwysings vir plasing van visueelgestremde leerders kan direk via die sielkundige gedoen word.
Voorskoolse ondersteuningsdienste word aan voornemende kandidate gebied; ondersteuning en voorligting in terme van stimulering, oogtoestande en skoolgereedheid word tydens die sessies verskaf, aangesien vroeë identifisering van en intervensie met visueelgestremde leerders vir ons ‘n top prioriteit is.
Psigoterapie vir die spektrum van sielkundige behoeftes van die leerders, sowel as voorligting rakende vakkeuses, loopbaangeleenthede en studiemetodes word aangebied.
Bronnesentrumdienste word aan hoofstroomskole gebied rakende die identifisering, behandeling en ondersteuning van leerders met visuele hindernisse.
Eksamenhulp word verleen aan leerders wat transkribering benodig.
ORIëNTASIE & MOBILITEIT
Twee Oriëntasie en Mobiliteitspesialiste gee opleiding aan leerders tydens individuele sessies.
Ten einde visueelgestremde leerders te bemagtig om met groter gemak onafhanklik of met ‘n siende gids te beweeg en te weet waar hulle hul bevind, is dit noodsaaklik dat hulle spesiale vaardighede en tegnieke aanleer.
Die kind se vermoëns en behoefte aan onafhanklikheid word in ag geneem tydens die opleiding om hom/haar onafhanklik te maak. Spesiale aanpassings word gemaak, veral in die gebruik van die langkierie.
evaluering van funksionele visie,
opleiding in die gebruik van residuele visie,
ontwikkeling van sensoriese en motoriese vaardighede,
oriëntering en voorbereiding vir opleiding in die gebruik van die langkierie.
DIE GEBRUIK VAN EGGO-LOKALISASIE (“Echolocation”) IN ORIëNTASIE & MOBILITEITSOPLEIDING
Eggo-lokalisasie – om te “sien” deur middel van klank
Ons begin deur studente sensitief te maak vir eggo’s, gewoonlik deur hulle te vra om maklike voorwerpe op te spoor, soos groot panele en plastiese skinkborde. Wanneer hulle dit kan doen, leer ons hulle om meer komplekse eggo’s soos trappe, metaalpale, openinge, vensters en deuringange te vind.
Hulle skep aktief geluide, soos om hul kieries op die grond te tik, hul voete liggies te stamp of deur klapgeluide met hul mond of vingers te maak.
Deur die klankgolwe wat deur die nabygeleë voorwerpe gereflekteer word, te ontleed, kan ‘n persoon wat vertroud is met eggo-lokalisasie die plek, digtheid en soms ook die grootte van nabygeleë voorwerpe bepaal. Hul gebruik die inligting dan nie slegs om die voorwerpe te omseil of om veilig van plek tot plek te beweeg nie, maar ook om kein bewegings in verhouding tot die voorwerpe te bespeur.
Een spraakterapeut evalueer die leerder en pas terapie toe ten opsigte van:
GEHOOR: sifting en ondersteuning rakende gehoorapparate en middeloorontstekings
TAAL: woordeskat en korrekte sinskonstruksie, sowel as klankbewustheidsvaardighede
SPRAAK: artikulasie, gesplete lip/verhemelte, tegnieke in vloeiendheid by hakkel
Eet- en slukprobleme
Bronnesentrum – voorligting en ondersteuning aan hoofstroomskole
Gemeenskapsdiens – terapie in verdienstelike gevalle
SKOOL MEDIESE DIENSTE
Die skoolverpleegster fokus op voorkomende, bevorderende en genesende intervensies ten einde die optimale fisiese, emosionele en sosiale ontwikkeling van leerders te fasiliteer deur die identifikasie van gesondheidsverwante hindernisse tot leer en die akkommodasie daarvan in die leer- en leefomgewing.
Primêre, sekondêre en tersiêre gesondheidsdienste word gebied.
Verwysings na relevante spesialisdienste; bestuur van medikasie; aanpassings binne die leeromgewing; bewustheid van hindernisse en implikasies; ondersteuningsdienste binne bronnesentrum; visuele sifting; vroeë intervensie, bv. stimulering van visie, ondersteuning aan leerders met meervoudige gestremdhede en doofblindheid binne die leeromgewing; aanpassings vir visuele gestremdheid in die leer- en leefomgewing.
Koördinering van gesondheidsklinieke volgens leerderbehoeftes, bv. oog- en tandesorg.
‘n Groot aantal leerders aan Pionierskool sal nie in staat wees om effektief in ‘n hoofstroomskool te funksioneer nie weens ‘n verskeidenheid hindernisse.
Die probleme wat hulle ervaar ten opsigte van lees en skryf word deur die arbeidsterapeut geïdentifiseer na deeglike evaluering en waarneming in die klaskamer.
Hindernisse word aangespreek tydens individuele en groepterapie.
Aanpassings word gemaak om hulle in die klaskamer te akkommodeer.
Die visueelgestremde leerder benodig ook spesifieke vaardighede en tegnieke ten opsigte van onafhanklikheid om optimaal te funksioneer in die leer- en leefomgewing.
Voorskoolse kinders word deur die arbeidsterapeut geëvalueer as deel van die bronnesentrum se betrokkenheid.
Voorligting en tuisprogramme wat daarop gemik is om leerhindernisse aan te spreek en te minimaliseer, word aangebied.
Leerondersteuning aan swaksiende en blinde leerders in die onderrig-omgewing
Hulpdienste is beskikbaar vir hulpverlening in die klas (holistiese benadering)
Die volgende gespesialiseerde apparaat is beskikbaar:
Braille handboeke, eksamenvraestelle, toetse, ens.
Acrobat Reader (swaksiende leerders)
Donkergroen lyntjiespapier in skryfboeke (swaksiende leerders)
Korrekte beligting in klaskamers (swaksiende leerders)
Geïndividualiseerde onderrigbenadering en ITP
Vraestelle/handboeke/notas word in Braille, grootdruk, kleindruk en op oudio verskaf, afhangende van die behoeftes van die leerders
Leerders beantwoord toetse en vraestelle in Braille, handskrif of op die rekenaar
Amanuensis is beskikbaar vir leerders wat daarvoor kwalifiseer
Hoofstroom onderrig in klein klasgroepe met leerondersteuning, intervensies, ondersteuning en oudiovisuele hulpmiddels
‘n Ondersteunende gedragskode om positiewe gedrag/lewensvaardighede te versterk
‘n Oriëntasie en Mobiliteitskursus word tydens skoolure aangebied
Aangepaste studiemateriaal vir HNKV
Genoeg spasie tussen banke
Spesiaal aangepaste banke vir blinde leerders
Weeklikse klasrooster word gevolg, vaste skoolroetine (geen onnodige veranderings)
Intervensies bestaan uit:
leerondersteuning (remediërende onderrig)
lees- en spelprogramme
vergadering tussen ouer, opvoeder en ondersteuningsdienste
TYDENS EKSAMENS & ASSESERINGS
Die volgende konsessies is beskikbaar tydens eksamens en assesserings:
Amanuensis (hulp met lees en skryf van vraestelle)
Bevorder effektiewe lewensvaardighede
Hulp met studiemetodes
OCCUPATIONAL THERAPY GALLERY
ORIENTATION & MOBILITY GALLERY
SPEECH THERAPY GALLERY
CONTACT US	+27 (0)23 342 2313 (T)