Slide 24: 5. Facilitating curriculum access Through this model we can examine the particular nature of these interactions’ ‘reciprocal with a focus on the distinctive role of specialist teachers working and ‘within’ ‘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 / Example of MQ Access to learning’ to access’ ‘Learning learning objective outcome (England) support strategies support strategies Early print MQ outcome Identifies books Introduces reading for 4.4: Know of appropriate magnifiers to learner with low appropriate level with larger access print vision approaches, print, bold and books. strategies and attractive Introduces interventions to pictures. eBooks, and enable learners Designs and teaches how with VI to produce acquire key bespoke presentation literacy, print materials can be mathematical with modified adjusted. and ICT skills, pictures / Encourages and how to associated learner to make implement material. adjustments to these Encourages optimise early writing lighting. with high Teaches touch contrast bold typing skills pen. (and Introduces associated specialist software). equipment to Teaches create an methods for optimised making reading adjustments to environment computers to (lighting, improve angled desk) accessibility Uses talking (e.g. change books. resolution, increase icon size) Teaches speed control for talking books
Slide 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 these Identifies books of appropriate level with larger print, bold and attractive pictures. Designs and produce bespoke print materials with modified pictures / associated material. Encourages early writing with high contrast bold pen. Introduces specialist equipment to create an optimised reading environment (lighting, angled desk) Uses talking books. Introduces magnifiers to access print books. Introduces eBooks, and teaches how presentation can be adjusted. Encourages learner to make adjustments to optimise lighting. Teaches touch typing skills (and associated software). Teaches methods for making adjustments to computers to improve accessibility (e.g. change resolution, increase icon size) Teaches speed control for talking books
Sat1230McLindenMovingForwardHandout.docx