Slide 13: 4. Bioecological Systems Theory The ‘cornerstone’ of this theory was defined by Bronfenbrenner as: ‘the scientific study of the progressive, mutual accommodation, throughout the life course, between an active, growing human and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded.’ (Bronfenbrenner, p107, original italics). Implications for distinctive role of TVI (McLinden and Douglas et al., 2016) Slide 14: Educational Supports through BST – Ireland Case Study Home School Other Settings Assessment and monitoring of needs Assessment and monitoring of needs Attending health clinic with child and/or family Teaching child (eg early braille literacy, sensory development skills) Teaching child (eg braille literacy, sensory development skills) Attending clinical assessment of hearing and/or vision Supporting family in understanding implications of sensory impairment Facilitating participation in school life (eg extracurricular activities) Advocacy role on behalf of family Expertise (eg in management of sensory impairment) Facilitating curriculum access in response to individual needs (eg assistive technologies) Supporting transition to school Advice on adjustments (assessment) – understanding implications of sensory impairment Staff – understanding implications of sensory impairment Advocacy role
Slide 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 these Identifies books of appropriate level with larger print, bold and attractive pictures. Designs and produce bespoke print materials with modified pictures / associated material. Encourages early writing with high contrast bold pen. Introduces specialist equipment to create an optimised reading environment (lighting, angled desk) Uses talking books. Introduces magnifiers to access print books. Introduces eBooks, and teaches how presentation can be adjusted. Encourages learner to make adjustments to optimise lighting. Teaches touch typing skills (and associated software). Teaches methods for making adjustments to computers to improve accessibility (e.g. change resolution, increase icon size) Teaches speed control for talking books
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 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 36: 6. Promoting an ethos of empowerment – Josh
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 literacy activities Josh is: provided with accessible materials in large print (‘access to learning’); taught access skills through specialist instruction including the use of a low vision aid to access print books (‘learning to access’ Josh can draw on his print 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 ‘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 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 out and make a meaningful choice through selection of an object symbol that represents a desired drink. Slide 38: 6. Promoting an ethos of empowerment – Maria