Slide 42: 6. Promoting an ethos of empowerment - Where to next? Evidence of an child who is able to use personal Maria? ‘active’ An agency in a range of ways in order to influence the empowered Josh? environment to bring about desirable change. child Alex? Evidence of people who draw upon empowering intervention Maria? Empowering procedures that emphasise distinctive independence access people Josh? skills to develop and expand a child’s personal agency. Alex? Evidence of learning environments and structures that afford Maria? Empowering opportunities for personal agency to be developed and environments Josh? expanded. Alex? Slide 43: 6. Promoting an ethos of empowerment - Where to next? Evidence of intervention procedures used to develop and Maria? Empowering expand personal agency to enable children to influence their intervention Josh? environment to bring about desirable change. A distinction approaches can be made between those procedures that emphasise Alex? to access’ and those that emphasise to ‘learning ‘access learning’. Maria? Evidence of measurable levels of individual activity over a Empowering specified timeframe that indicate progress and expansion outcomes Josh? with respect to a child being able to influence the environment to bring about desirable change. Alex? Slide 44: 7. Concluding Thoughts Through the lens of a bioecological perspective, a guiding principle of early intervention for children with vision impairment within an of empowerment’ will be to develop ‘ethos personal agency through promoting distinctive independence access skills that support and accommodation over a given timeframe. ‘progressive’ ‘mutual’ These intervention procedures will need to be systematically structured to ensure that they afford access to the learning environment (i.e. access to learning) as well as supporting the young child to learn distinctive skills in order to afford increasingly independent learning (i.e. learning to access) in particular curriculum areas.
Slide 42: 6. Promoting an ethos of empowerment - Where to next? An empowered child Evidence of an ‘active’ child who is able to use personal agency in a range of ways in order to influence the environment to bring about desirable change. Maria? Josh? Alex? Empowering people Evidence of people who draw upon empowering intervention procedures that emphasise distinctive independence access skills to develop and expand a child’s personal agency. Maria? Josh? Alex? Empowering environments Evidence of learning environments and structures that afford opportunities for personal agency to be developed and expanded. Maria? Josh? Alex? Slide 43: 6. Promoting an ethos of empowerment - Where to next? Empowering intervention approaches Evidence of intervention procedures used to develop and expand personal agency to enable children to influence their environment to bring about desirable change. A distinction can be made between those procedures that emphasise ‘learning to access’ and those that emphasise ‘access to learning’. Maria? Josh? Alex? Empowering outcomes Evidence of measurable levels of individual activity over a specified timeframe that indicate progress and expansion with respect to a child being able to influence the environment to bring about desirable change. Maria? Josh? Alex? Slide 44: 7. Concluding Thoughts Through the lens of a bioecological perspective, a guiding principle of early intervention for children with vision impairment within an ‘ethos of empowerment’ will be to develop personal agency through promoting distinctive independence access skills that support ‘progressive’ and ‘mutual’ accommodation over a given timeframe. These intervention procedures will need to be systematically structured to ensure that they afford access to the learning environment (i.e. access to learning) as well as supporting the young child to learn distinctive skills in order to afford increasingly independent learning (i.e. learning to access) in particular curriculum areas.