Slide 35: 6. Promoting an ethos of empowerment –Maria 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) EEC Area 1. These skills are Through learning Instruction in the To enable Maria can draw on Compensatory or required in order to use his/her use of vision, participation in early her braille literacy to access areas senses efficiently hearing, touch, literacy activities access skills to functional skills needed to access of the the is able to smell, and taste as Maria is: independently ‘core’ the core curriculum. The access and well as the provided with participate in a curriculum development of participate in development of the accessible tactile morning class these skills activities in proprioceptive, books in braille literacy session. means that the education, home, kinaesthetic, and (‘access to learning’); child has access and community vestibular taught access skills to learning in a environments. through specialist systems. manner equal to instruction in braille that of sighted literacy (‘learning to peers. access’). Slide 36: 6. Promoting an ethos of empowerment Josh –
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 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. Slide 36: 6. Promoting an ethos of empowerment – Josh
Sat1230McLindenMovingForwardHandout.docx