Slide 13: 4. Bioecological Systems Theory The of this theory was defined by Bronfenbrenner as: ‘cornerstone’ scientific study of the progressive, mutual accommodation, throughout the life ‘the course, between an active, growing human and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded.’ (Bronfenbrenner, p107, original italics). Implications for distinctive role of TVI (McLinden and Douglas et al., 2016) Slide 14: Educational Supports through BST Ireland Case Study – Home School Other Settings Assessment and Assessment and Attending health clinic monitoring of needs monitoring of needs with child and/or family Teaching child (eg Teaching child (eg Attending clinical early braille literacy, braille literacy, sensory assessment of hearing sensory development development skills) and/or vision skills) Supporting family in Facilitating participation Advocacy role on understanding in school life (eg behalf of family implications of sensory extracurricular impairment activities) Expertise (eg in Facilitating curriculum management of access in response to sensory impairment) individual needs (eg assistive technologies) Supporting transition to Advice on adjustments school (assessment) understanding – implications of sensory impairment Staff understanding – implications of sensory impairment Advocacy role
Slide 13: 4. Bioecological Systems Theory The ‘cornerstone’ of this theory was defined by Bronfenbrenner as: ‘the scientific study of the progressive, mutual accommodation, throughout the life course, between an active, growing human and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded.’ (Bronfenbrenner, p107, original italics). Implications for distinctive role of TVI (McLinden and Douglas et al., 2016) Slide 14: Educational Supports through BST – Ireland Case Study Home School Other Settings Assessment and monitoring of needs Assessment and monitoring of needs Attending health clinic with child and/or family Teaching child (eg early braille literacy, sensory development skills) Teaching child (eg braille literacy, sensory development skills) Attending clinical assessment of hearing and/or vision Supporting family in understanding implications of sensory impairment Facilitating participation in school life (eg extracurricular activities) Advocacy role on behalf of family Expertise (eg in management of sensory impairment) Facilitating curriculum access in response to individual needs (eg assistive technologies) Supporting transition to school Advice on adjustments (assessment) – understanding implications of sensory impairment Staff – understanding implications of sensory impairment Advocacy role
Sat1230McLindenMovingForwardHandout.docx