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Sensory Support Service: Access to the Curriculum - Skills and Strategies for Modification and Adaptation

Join Marion Donaldson and Jo Hughes, Advisory Teachers of the Visually Impaired, along with Louise O'Rourke, Specialist Teaching Assistant, for a practical session on modifying and adapting resources to improve access to the curriculum for visually impaired children.

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Sensory Support Service: Access to the Curriculum - Skills and Strategies for Modification and Adaptation

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  1. sensory support service Access to the CurriculumMarion Donaldson and Jo Hughes Advisory Teachers of the Visually Impaired Louise O’RourkeSpecialist Teaching Assistant www.sensorysupportservice.org.uk

  2. Session aims • To review and share skills and strategies for: • Modification • Adaptation • Curricular access • Independent learning

  3. Learning outcomes • An increased understanding of the principles underpinning the creation of resources in an accessible format • The ability to produce appropriate, quality resources in good time taking into account classroom learning objectives, alternative tools, environment, inclusion, access and independence

  4. session outline This is a practical session • We will look at-the learning environment, access, share our knowledge strategies and issues which have arisen • Practical activity- KS1-create a resource KS3/4-prepare/adapt a test/exam papers

  5. Key points • Pre-planning • Clear objectives for your work • Best use of tools and time • Voice of the child

  6. Warm up • A simple activity to get you thinking

  7. Activity • an art project is based on the image you are about to be shown. • How would you make this accessible for the child you work with? • Work in the pairs. • You have 2 minutes to discuss

  8. Activity

  9. Activity • What is the purpose of a picture like the one I will show you next? • How would you make it accessible or adapt the task? • Work in pairs-you have 2 minutes to discuss

  10. How would you make this accessible?

  11. Re-cap A re-cap of the points we considered last time we met 2 terms in-what are the key issues for you with the CYP with whom you work? What other things have you observed which can impact on access

  12. The classroom environment • Seating position: ultimately the child should take on this responsibility • Distant material- Consider: contrast, style and SIZE of print and spacing • Is a desk copy required? • Has this been organised?

  13. Classroom environment • Consider the visual background Is the whiteboard dirty? Is the whiteboard pen worn out?

  14. Classroom environment • Is the child positioned correctly? • Are the walkways clear? • Are necessary resources readily available? • Is a power source accessible? • Is it necessary to refer to teaching material displayed on the walls?

  15. Classroom environment • Is a screen/DVD being used? Would the DVD be available for pre-viewing? • Can sharing of texts, computer screens, be avoided? • Are there window blinds … and do they work? • Is there glare from tables or floor?

  16. Adapting and modifiying Things to be considered

  17. Font type The quick brown fox jumps over the lazy dog (Arial size 20) The quick brown fox jumps over the lazy dog (Monotype Corsiva size 20) The quick brown fox jumps over the lazy dog (Times New Roman size 20)

  18. Upper case Six big juicy steaks sizzled in a pan as five workmen left the quarry. SIX BIG JUICY STEAKS SIZZLED IN A PAN AS FIVE WORKMEN LEFT THE QUARRY.

  19. Spacing The space between one line of text and the next is very important. Some pupils may find it easier to see and Read texts with double line spacing. The space between paragraphs should be large enough to enable the pupil with low vision to distinguish one paragraph from the next. You can also help by marking start and stop points

  20. Recommendations RNIB advice: • Text should be left aligned • The layout of text should be logical • Words should not be split over two lines • Justified text should be avoided • Margins between columns should clearly separate • No information should be conveyed solely through use of image, diagram or colour • No text should be laid over the top of an image, picture or diagram

  21. On the spot Low vision aids 1:1 Amenuensis Peer support Highlighters, whiteboards, recording devices

  22. Remember the key points • Pre-planning • Clear objectives for your work • Best use of tools and time

  23. If in doubt-ask you advisory teacher

  24. Practical We will now split into groups- Group 1 please go with Jane Group 2 please go with Louise Group 3 please stay with me

  25. Feedback • Any questions?

  26. Thank you Handouts and the powerpoint will be on our web page Mobility people please stay here Independence skills people please go to the parent room (where you had lunch)

  27. sensory support service Sensory Support Service Elmfield House Greystoke Avenue Westbury-on-Trym Bristol BS10 6AY Tel: 0117 9038442 Fax: 0117 9038440 Text: 0781 050 6669 www.sensorysupportservice.org.uk

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