A broad strategy in ensuring ‘access to learning’ emphasizes making the educational environment accessible in the current context (i.e. ‘here and now’) A complementary strategy is to support the child in ‘learning to access’. This is particularly characterized through areas of the ‘additional curriculum’/ECC which emphasise independence skills such as the use of technology, low vision and mobility. Such approaches can be viewed as a ‘longer-term’ approach to meeting a future needs which will enable them to gain access to information and curriculum materials for themselves, and to navigate independently social and spatial environments. Slide 22: 5. Facilitating curriculum access Whilst it can be challenging for specialist teachers to find the balance between two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. A bioecological systems perspective provides a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. The multifaceted role of the specialist teacher can be illustrated in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework. 23: Distinctive role of TVI through a bioecological systems perspective Figure - Diagram: (adapted from McLinden and Douglas et al., 2016). 5 circles each inside the other: from smallest to largest reads Learner, Microsystem, Mesosystems, Exosystem, and Macrosystem. In the Microsystem are labels: Home, Nursery, School, College, and Other. Arrows from the Learner circle to the Microsystem indicate an exchange and from the Microsystem to the Mesosytem other areas indicate an exchange. There are also arrows indicating and exchange between the Exosystem and Macrosystem. Below all of the circles are a series of arrows preceded by the
word “Chronosystem”. The arrows are labeled from left to right Early Years, Primary, Secondary, Further, and Higher. 24: 5. Facilitating curriculum access Through this model we can examine the particular nature of these ‘reciprocal interactions’ with a focus on the distinctive role of specialist teachers working ‘within’ and ‘between’ the respective systems in a complex ecology of inclusive education. Slide 25: Examples of support strategies for facilitating curriculum access provided by specialist teachers - microsystem Key access issue / learning objective Example of MQ outcome (England) Access to learning’ support strategies ‘Learning to access’ support strategies Early print reading for learner with low vision MQ outcome 4.4: Know appropriate approaches, strategies and interventions to enable learners with VI to acquire key literacy, mathematical and ICT skills, and how to implement Identifies books of appropriate level with larger print, bold and attractive pictures. Designs and produce bespoke large print materials with modified pictures / associated material. Encourages writing with high Introduces magnifiers to access books. Introduces eBooks, and teaches how print presentation can be adjusted. Encourages learner to make adjustments to optimise lighting. Teaches touch typing skills
contrast bold pen. (and associated software). Introduces specialist equipment to create an optimized reading environment (lighting, angled desk) Uses talking books. Teaches methods for making adjustments to computers to improve accessibility (e.g. change resolution, increase icon size) Teaches speed control for talking books Slide 26: Examples of support strategies for facilitating curriculum access provided by specialist teachers – mesosystem Key access / learning objective Example of MQ outcome Access to learning’ support strategies ‘Learning to access’ support strategies
Slide 35: 6. Promoting an ethos of empowerment –Maria Curriculum Area Rationale Example of longer term ‘empowered’ outcome ‘Empowering’ process Examples of complementary intervention procedures Examples of ‘empowered’ outcome (child can influence environment in desired ways) EEC Area 1. Compensatory or functional skills needed to access the core curriculum These skills are required in order to access areas of the ‘core’ curriculum. The development of these skills means that the child has access to learning in a manner equal to that of sighted peers. Through learning to use his/her senses efficiently the child is able to access and participate in activities in education, home, and community environments. Instruction in the use of vision, hearing, touch, smell, and taste as well as the development of the proprioceptive, kinaesthetic, and vestibular systems. To enable participation in early literacy activities Maria is: provided with accessible tactile books in braille (‘access to learning’); taught access skills through specialist instruction in braille literacy (‘learning to access’). Maria can draw on her braille literacy access skills to independently participate in a morning class literacy session.
Slide 37: 6. Promoting an ethos of empowerment – Alex Curriculum Area Rationale Example of longer term ‘empowered’ outcome process Examples of complementary intervention procedures Examples of ‘empowered’ outcome can influence environment in desired ways) EEC Area 1. Compensatory or functional skills needed to access the core curriculum These skills are required in order to access areas of the ‘core’ curriculum. The development of these skills means that the child has access to learning in a manner equal to that of sighted peers. Through learning to use his/her senses efficiently the is able to access and participate in activities in education, home, and community environments. Instruction in the use of vision, hearing, touch, smell, and taste as well as the development of the proprioceptive, kinaesthetic, and vestibular systems. To enable participation in a morning drinks activity Alex is: Provided with object symbols to represent different drinks (‘access to learning’; Taught access skills through specialist instruction in how to explore and recognise object symbols (‘learning to access’). With verbal prompts, Alex can draw on her access skills to reach out and make a meaningful choice through selection of an object symbol that represents a desired drink. ‘Empowering