Slide 26: Examples of support strategies for facilitating curriculum access provided by specialist teachers mesosystem – Key access issue / Example of MQ Access to learning’ to access’ ‘Learning learning objective outcome support strategies support strategies Establishes Promote Transition MQ outcome connections with opportunities for planning 5.8: Plan teachers and the learner to teaching in next educational meet with approaches setting to explain and peers and that promote learner’s needs. talk about his/her access to needs. learning and Undertakes an participation for environmental Involves the learners with VI in a learner’s next learner in carrying educational out environmental setting. audit in his/her next setting and Reviews with determining habilitation staff recommendations the mobility needs to and from home Facilitates for the next mobility training to educational enable young setting. person to get to new setting independently. Slide 27: 6. Promoting an ethos of empowerment Putting it all together – Empowerment - At its core is the notion of and crucially, the fact that power can ‘power’ both and through an active process of transition that supports and ‘change’ ‘expand’ promotes the development of personal agency (e.g. influencing the environment in desired ways) In order for children with vision impairment to be empowered through developing personal agency (i.e. from relatively passive to relatively active) there needs to be built in to intervention procedures scope for expansion (i.e. children being able to draw on and express their in a wider range of contexts). ‘power’ The notion of empowerment, or of becoming empowered, indicates therefore a process of empowering that involves a complex interaction between the child and their learning
Slide 26: Examples of support strategies for facilitating curriculum access provided by specialist teachers – mesosystem Key access issue / learning objective Example of MQ outcome Access to learning’ support strategies ‘Learning to access’ support strategies Transition planning MQ outcome 5.8: Plan teaching approaches that promote access to learning and participation for learners with VI Establishes connections with teachers and in next educational setting to explain learner’s needs. Undertakes an environmental in a learner’s next educational setting. Reviews with habilitation staff the mobility needs to and from home for the next educational setting. Promote opportunities for the learner to meet with and peers and talk about his/her needs. Involves the learner in carrying out environmental audit in his/her next setting and determining recommendations Facilitates mobility training to enable young person to get to new setting independently. Slide 27: 6. Promoting an ethos of empowerment – Putting it all together Empowerment - At its core is the notion of ‘power’ and crucially, the fact that power can both ‘change’ and ‘expand’ through an active process of transition that supports and promotes the development of personal agency (e.g. influencing the environment in desired ways) In order for children with vision impairment to be empowered through developing personal agency (i.e. from relatively passive to relatively active) there needs to be built in to intervention procedures scope for expansion (i.e. children being able to draw on and express their ‘power’ in a wider range of contexts). The notion of empowerment, or of becoming empowered, indicates therefore a process of empowering that involves a complex interaction between the child and their learning