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Awareness of Sensory Loss What is Sensory Loss?

Awareness of Sensory Loss What is Sensory Loss?. Sensory Loss is when “one of your senses; sight, hearing, smell, touch, taste and spatial awareness is no longer normal”. Percentages. 9 million are deaf or have some degree of impairment. 2 million are visually impaired/blind.

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Awareness of Sensory Loss What is Sensory Loss?

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  1. Awareness of Sensory LossWhat is Sensory Loss? Sensory Loss is when “one of your senses; sight, hearing, smell, touch, taste and spatial awareness is no longer normal”

  2. Percentages • 9 million are deaf or have some degree of impairment. • 2 million are visually impaired/blind. • 2.7 million are deaf/blind.

  3. Main Causes of Sensory Loss • German Measles • Rubella • Diabetes • Premature Birth • Infections during early childhood • Meningitis. • Congenital; Born with a disability. • Acquired; Lose sensory perception over a period of time.

  4. Signs and Indicators. • Squinting. • Lack of Response. • Lack of Understanding. • Sitting near the front of the class. • Body Language. • Behaviour. • Moving around cautiously.

  5. How do we communicate with individuals with Sight Loss • Make full use of the environment. • Resources need to be bigger, bolder, brighter and colourful. • Use other senses such as touch, taste and smell. • Provide light, quiet rooms.

  6. How do we communicate with Individuals with Hearing/Sight Loss. • Touch/Tactile • Taste. • Smell. • Sensory Equipment.

  7. How do we communicate with Individuals with Hearing Loss. • Refined Speech. • Visual Aids. E.g. Puppets, Pictures • Body Language. • Objects of reference. • Technology. • Speak a little louder but do not shout. • Speak a little slower.

  8. Factors which have an impact on the individual Negative Factors Positive Factors. Early detection of a problem to gain support which is appropriate to the individual. Aids and Equipment. Trained staff “T” loop Buddy System • Lack of Social Interaction. • Sense of Insecurity. • Lack Confidence. • Isolation and Loneliness. • Don’t progress at the expected rate. • Others speak and act on their behalf. • Slow to develop gross/fine motor skills.

  9. How can negative factors be addressed? • Involve the child and parents in decision making. • Assess the strengths of the child. • Make sure the environment is hazard free. • Maintain one to one contact. • Working with Specialists so that progress can be measured, monitored and targets can be reviewed on a regular basis. • Working with specialists – shared expertise • Staff training

  10. Attitudes and Beliefs • Early identification of the problem. • Changing peoples attitudes towards the disability/impairment. • Over compensating for the disability.

  11. Advice and Support • TAC; Team around the child. • RNIB; Royal National Institute for the Blind. • BSL; British Sign Language. • SENCO; Special Educational Needs Coordinator. • Sensory Support Teacher. • Educational Psychologist.

  12. Reporting and Recording • Regularly monitoring the situation. • Recording in daily records. • Individual Education Plan to measure progress once assessed. • Reporting to your Supervisor • Regular reviews with parents

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