Accessing Maths for Pupils with Visual Impairment in Mainstream Schools

1. Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory Teacher for Pupils with Visual Impairment in Harrow Institute of Education, 8th June 2010

2. Outline • Early years • Accessing maths for mainstream print users • Accessing maths for mainstream braille users SACT (VI) Harrow

3. Problem solving, reasoning and numeracy in the Early years Foundation Stage Number play Young children need plenty of first hand experiences using a variety of concrete objects The language of mathematics Young children need to learn the appropriate language for number, time, measure, shape, mass, position and problem solving. They need to do this by having a variety of experiences during conversations, stories, rhymes and games. SACT (VI) Harrow

4. Problem solving, reasoning and numeracy in the Early years Foundation Stage Role of QTVI • Ensure understanding of need for additional opportunities and time • Help carers with planning • Provide ideas • Provide resources SACT (VI) Harrow

5. Problem solving, reasoning and numeracy in the Early years Foundation Stage Examples of early mathematical play • Toy dropping (casting) • Rattles and banging (cause and effect) • Sand and water play (quantity and volume) • Puzzles (matching and sequencing) • Painting (matching, counting) • Nursery rhymes (counting) • Construction toys (sequencing, counting, shape and space) SACT (VI) Harrow

6. Problem solving, reasoning and numeracy in the Early years Foundation Stage Resources for EYFS maths activities Developmental Journal for Babies and Children with Visual Impairment http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/ahdc/earlysupport/resources/developmentaljournals/visualimpairment/visualimpairment/ National Strategies http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33692/0/46384 http://publications.teachernet.gov.uk/eOrderingDownload/DfES%200187%202002.pdf SACT (VI) Harrow

7. Accessing maths for print users Establish • Eye condition • Preferred font size and colour • Distance vision • Near vision • Speed of working SACT (VI) Harrow

8. Accessing maths for print users Support • For preparation of materials • For direct teaching of skills (measuring, graphs) SACT (VI) Harrow

9. Accessing maths for print users Physical arrangements • Preferred seating position • Alternative seating when needed • Sloping board • Low vision aids • Lighting SACT (VI) Harrow

10. Accessing maths for print users Accessing print at a distance • Whiteboards – own copy, access to monitor, pen colour, print size • TV – pre or post viewing • OHP – own copy SACT (VI) Harrow

11. Accessing maths for print users Accessing print near to • Textbooks – own copy, font size, layout • Exercise books – lines, colour • Graph paper – square size • Computer screens – set-up, additional software SACT (VI) Harrow

12. Accessing maths for print users Exam arrangements • Type of exam paper (LP or MLP) • Extra time • Rest breaks • Separate invigilation • Reader • Scribe • Handwriting (word processor) • Equipment (e.g. CCTV, LVA) JCQ Booklet http://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf SACT (VI) Harrow

13. Accessing maths for braille users Three important guidelines • Provide hands-on experiences • Allow mistakes • Check understanding of concepts SACT (VI) Harrow

14. Accessing maths for braille users Support • For preparation of materials • For direct teaching in class • For direct teaching out of class SACT (VI) Harrow

15. Accessing maths for braille users Physical arrangements • Plenty of space • Equipment SACT (VI) Harrow

16. Accessing maths for braille users Accessing print at a distance • Whiteboards – own copy, reader • TV – pre or post viewing, reader • OHP – own copy, reader SACT (VI) Harrow

17. Accessing maths for braille users Accessing print near to • Braille textbooks and worksheets • Raised diagrams • Raised graphs • Measuring using specialist equipment • Computer – speech software SACT (VI) Harrow

18. Accessing maths for braille users Exam arrangements • Braille exam paper • 100% Extra time • Rest breaks • Separate invigilation • Reader • Scribe • Brailler/laptop JCQ booklet http://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf SACT (VI) Harrow

19. Difficulties that may be experienced by braille using pupils Number • Understanding a number as a whole • Understanding the concept of zero • Understanding patterns of numbers • Estimating • Vertical “sums” SACT (VI) Harrow

20. Difficulties that may be experienced by braille using pupils Solving problems • Understanding classifications • Understanding same and different • Understanding word problems that rely on visualisations skills SACT (VI) Harrow

21. Difficulties that may be experienced by braille using pupils Measure, shape and space • Understanding perimeter • Understanding 2D representations of 3D shapes • Understanding symmetry • Understanding plane shapes • Reading scales SACT (VI) Harrow

22. Difficulties that may be experienced by braille using pupils Handling data • Reading graphs and charts • Drawing graphs and charts • Learning additional organisational skills “Guidance to support pupils with visual impairments” The National Numeracy Strategy Ref: DfES 0510/2001 scotens.org/sen/resources/visual_leaflet_maths.pdf SACT (VI) Harrow