Access to the Curriculum

1. sensory support service Access to the Curriculum www.sensorysupportservice.org.uk

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

3. Learning outcomes • An 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, access and independence

4. session outline This is a practical session • Theory-Why? who for? what? How? When? • Practical exercises-discussion, hands on • Resource display

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

6. Activity 1 • Working with your partner you have 5 minutes to discuss the child with whom you work thinking about: • The individual needs of the child or young person-vision loss, age, stage, attitude etc • The classroom-lighting seating etc • Resources, preparation, text books, whiteboard work, worksheets, learning objectives for the child or young person

7. access • Print • Tactile • Auditory • Visual • Concrete • Any others??

8. Adapting and modifiying How to adapt and modify

9. What is adaptation? • Adaptation is where work which relies on good vision isbeing given to a class as part of a lesson (whether on the board, on paper, in a book) is altered to meet the needs of a child who has a visual impairment

10. Not everything is adaptable-so we modify

11. What is modification? • Modification is where work which relies on good vision isbeing given to a class as part of a lesson (whether on the board, on paper, in a book) and has been altered either in look and sometimes content to meet the individual needs of the child or young person in the class who has a visual impairment

12. Activity 2 Take turns to put on the simi-specs and look at side 1 of the sample you have been given Write down how you think you could adapt/modify it to make it more accessible for the child with whom you work When we say- turn your example over DON’T CHEAT

13. Discussion

14. Highlighters can be useful

15. Writing Slopes

16. Magnifiers

17. Instant Kit

18. Typoscope

19. The Decision Tree • With your partner look at a copy of the decision tree • Go through the actions and write down any questions or ideas you may have

20. Practical An opportunity to adapt or modify a resource

21. Practical • Look at the worksheet you have been given • Use the resources we have given you to adapt or modify the samples • Work in pairs and think about what you feel the learning outcome should be

22. Exam Concessions • Early opening • Modified Large Print • Additional Time (up to 100%) • Supervised rest breaks • Discrete location • Large print Papers (A4-A3 enlargements) • Modified large print (A4 18 point simplified) • Braille and tactile enhancement • Scribes • A reader • The practical assistant. • http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance

23. Access arrangements –Technology/equipment • Use of brailler • Use of CCTV • Colour naming • Coloured overlays • Computer reader • Exams on coloured/enlarged paper • Word-processors • Magnification tools

24. Any questions? Remember the key points: • Pre-planning-always try to be a week ahead • Have clear objectives for your work-know what the teacher wants the CYP to learn • Always consider the best use of tools and time-1 hour on a map which will be used for 5 minutes-is there a better way?

25. If in doubt-ask you advisory teacher

26. Thank you Handouts and the powerpoint will be on our web page

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