major issue in identifying and assessing his/her special needs will relate to the degree and nature of the functional vision and the student’s ability to adapt socially and psychologically as well as to progress in an educational context. Multi-Sensory impairment and Deaf blindness person is regarded as deaf blind if their combined sight and hearing impairment cause difficulties with communication, access to “A information and mobility. This includes people with a progressive sight and hearing loss” (Department of Health dual Sensory “Think 1995) Normal School Provided from school’s Exceptional Exceptional Profound Significant (and in and specialist Entitlement Provided delegated budget sufficient quantity provision from AWPU and with enough evidence) Curriculum access/ Is able independently to Is able to independently Is only able to Student is totally pupil participation participate in most participate in some participate in limited dependent on adult classrooms/settings and classrooms/settings and classroom/ settings support to meet all activities. Progress activities. Progress without extensive adult physical, medical care requires some adult requires significant adult support. Classroom and educational needs. support or minor support. Curricular information and Student’s sole access adaptations to the information requires curriculum materials to the curriculum environment. repetition/rephrasing/visual require extensive requires BSL framing. Classroom modification to enable interpretation. Totally There may be some information and curriculum access mostly using dependent on tactile deterioration in certain material require significant tactile and approaches such as areas of academic modification to enable approaches. Braille. And will always performance e.g. access. This may include Student requires BSL need practical tasks deteriorating handwriting, auditory and tactile interpretation to access activities and slowness in copying from much of the curriculum experiments modifying,
major issue in identifying and assessing his/her special needs will relate to the degree and nature of the functional vision and the student’s ability to adapt socially and psychologically as well as to progress in an educational context. Multi-Sensory impairment and Deaf blindness “A person is regarded as deaf blind if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility. This includes people with a progressive sight and hearing loss” (Department of Health “Think dual Sensory 1995) Normal School Entitlement Provided from AWPU Provided from school’s delegated budget Exceptional Significant (and in sufficient quantity and with enough evidence) Exceptional Profound and specialist provision Curriculum access/ pupil participation Is able independently to participate in most classrooms/settings and activities. Progress requires some adult support or minor adaptations to the environment. There may be some deterioration in certain areas of academic performance e.g. deteriorating handwriting, slowness in copying from Is able to independently participate in some classrooms/settings and activities. Progress requires significant adult support. Curricular information requires repetition/rephrasing/visual framing. Classroom information and curriculum material require significant modification to enable access. This may include auditory and tactile Is only able to participate in limited classroom/ settings without extensive adult support. Classroom information and curriculum materials require extensive modification to enable access mostly using tactile and approaches. Student requires BSL interpretation to access much of the curriculum Student is totally dependent on adult support to meet all physical, medical care and educational needs. Student’s sole access to the curriculum requires BSL interpretation. Totally dependent on tactile approaches such as Braille. And will always need practical tasks activities and experiments modifying,
indicator_of_need_sensory_medical_and_or_physical_needs.docx