Slide 36: 6. Promoting an ethos of empowerment Josh – Curriculum Rationale Example of Examples of Examples of ‘Empowering’ Area longer term process complementary ‘empowered’ intervention outcome (child ‘empowered’ outcome procedures can influence environment in desired ways) EEC Area 1. These skills Through Instruction in To enable Josh can draw on Compensatory are required in learning to the use of participation in his print literacy or functional order to use his/her vision, hearing, literacy activities access skills to skills needed access areas senses smell, and Josh is: independently to access the of the efficiently the taste as well as provided with participate in a ‘core’ curriculum. is able to the accessible morning class core curriculum The access and development of materials in large literacy session. development participate in the print (‘access to of these skills activities in proprioceptive, learning’); means that education, kinaesthetic, taught access skills the child has home, and and vestibular through specialist access to community systems. instruction including learning in a environments. the use of a low manner equal vision aid to access to that of print books sighted peers. (‘learning to access’
Slide 36: 6. Promoting an ethos of empowerment – Josh Curriculum Area Rationale Example of longer term ‘empowered’ outcome ‘Empowering’ process Examples of complementary intervention procedures Examples of ‘empowered’ outcome (child can influence environment in desired ways) EEC Area 1. Compensatory or functional skills needed to access the core curriculum These skills are required in order to access areas of the ‘core’ curriculum. The development of these skills means that the child has access to learning in a manner equal to that of sighted peers. Through learning to use his/her senses efficiently the is able to access and participate in activities in education, home, and community environments. Instruction in the use of vision, hearing, smell, and taste as well as the development of the proprioceptive, kinaesthetic, and vestibular systems. To enable participation in literacy activities Josh is: provided with accessible materials in large print (‘access to learning’); taught access skills through specialist instruction including the use of a low vision aid to access print books (‘learning to access’ Josh can draw on his print literacy access skills to independently participate in a morning class literacy session.