Slide 35: 6. Promoting an ethos of empowerment –Maria 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 the To enable Maria can draw Compensatory or are required in learning to use use of vision, participation in on her braille functional skills order to his/her senses hearing, touch, early literacy literacy access needed to access areas efficiently the smell, and taste activities Maria is: skills to access the core of the child is able to as well as the provided with independently ‘core’ curriculum. access and development of accessible tactile participate in a curriculum The participate in the books in braille morning class development activities in proprioceptive, (‘access to literacy session. of these skills education, kinaesthetic, learning’); means that the home, and and vestibular taught access child has community systems. skills through access to environments. specialist learning in a instruction in manner equal braille literacy to that of (‘learning to sighted peers. access’).
Slide 35: 6. Promoting an ethos of empowerment –Maria 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 child is able to access and participate in activities in education, home, and community environments. Instruction in the use of vision, hearing, touch, smell, and taste as well as the development of the proprioceptive, kinaesthetic, and vestibular systems. To enable participation in early literacy activities Maria is: provided with accessible tactile books in braille (‘access to learning’); taught access skills through specialist instruction in braille literacy (‘learning to access’). Maria can draw on her braille literacy access skills to independently participate in a morning class literacy session.
Sat1230McLindenMovingForwardHandoutLP.docx