Curriculum Area Rationale Example of Examples of Examples of ‘Empowering’ longer term process complementary ‘empowered’ intervention outcome (child can ‘empowered’ outcome procedures influence environment in desired ways) EEC Area 1. These skills are Through learning Instruction in the To enable Josh can draw on Compensatory or required in order to use his/her use of vision, participation in his print literacy functional skills to access areas senses efficiently hearing, touch, literacy activities access skills to needed to access of the the child is able to smell, and taste as Josh is: independently ‘core’ curriculum. The access and well as the provided with participate in a the core curriculum development of participate in development of accessible materials morning class these skills activities in the proprioceptive, in large print (‘access literacy session. means that the education, home, kinaesthetic, and to learning’); child has access and community vestibular taught access skills to learning in a environments. through specialist systems. manner equal to instruction including that of sighted the use of a low peers. vision aid to access print books (‘learning to access’ Slide 37: 6. Promoting an ethos of empowerment Alex – Curriculum Area Rationale Example of Examples of Examples of ‘Empowering’ longer term process complementary ‘empowered’ intervention outcome (child ‘empowered’ outcome procedures can influence environment in desired ways)
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 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. Slide 37: 6. Promoting an ethos of empowerment – Alex 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)
Sat1230McLindenMovingForwardHandout.docx