word The arrows are labeled from left to right Early Years, “Chronosystem”. Primary, Secondary, Further, and Higher. 24: 5. Facilitating curriculum access Through this model we can examine the particular nature of these interactions’ with a focus on the distinctive role of ‘reciprocal specialist teachers working and the respective ‘within’ ‘between’ systems in a complex ecology of inclusive education. Slide 25: Examples of support strategies for facilitating curriculum access provided by specialist teachers - microsystem Key access Example of Access to to ‘Learning issue / MQ outcome learning’ access’ support learning (England) support strategies objective strategies Early print MQ outcome Identifies Introduces reading for 4.4: Know books of magnifiers to learner with low appropriate appropriate access vision approaches, level with books. strategies and larger print, Introduces interventions bold and eBooks, and to enable attractive teaches how learners with pictures. print VI to acquire Designs and presentation key literacy, produce can be mathematical bespoke large adjusted. and ICT skills, print materials and how to Encourages with modified learner to make implement pictures / adjustments to associated optimise material. lighting. Encourages Teaches touch writing typing skills with high
word “Chronosystem”. The arrows are labeled from left to right Early Years, Primary, Secondary, Further, and Higher. 24: 5. Facilitating curriculum access Through this model we can examine the particular nature of these ‘reciprocal interactions’ with a focus on the distinctive role of specialist teachers working ‘within’ and ‘between’ the respective systems in a complex ecology of inclusive education. Slide 25: Examples of support strategies for facilitating curriculum access provided by specialist teachers - microsystem Key access issue / learning objective Example of MQ outcome (England) Access to learning’ support strategies ‘Learning to access’ support strategies Early print reading for learner with low vision MQ outcome 4.4: Know appropriate approaches, strategies and interventions to enable learners with VI to acquire key literacy, mathematical and ICT skills, and how to implement Identifies books of appropriate level with larger print, bold and attractive pictures. Designs and produce bespoke large print materials with modified pictures / associated material. Encourages writing with high Introduces magnifiers to access books. Introduces eBooks, and teaches how print presentation can be adjusted. Encourages learner to make adjustments to optimise lighting. Teaches touch typing skills
Sat1230McLindenMovingForwardHandoutLP.docx