Slide 37: 6. Promoting an ethos of empowerment Alex – Curriculum Rationale Example of Examples of Examples of ‘Empowering Area longer term process complementary ‘empowered’ intervention outcome ‘empowered’ outcome procedures can influence environment in desired ways) EEC Area 1. These skills Through Instruction in To enable With verbal Compensatory are required in learning to the use of participation in a prompts, Alex can or functional order to use his/her vision, hearing, morning drinks draw on her skills needed to access areas senses touch, smell, activity Alex is: access skills to access the core of the efficiently the and taste as reach out and ‘core’ Provided with object curriculum. is able to well as the make a curriculum symbols to The access and development of meaningful represent different development participate in the choice through drinks (‘access to of these skills activities in proprioceptive, selection of an learning’; means that education, kinaesthetic, object symbol Taught access skills the child has home, and and vestibular that represents a through specialist access to community systems. desired drink. instruction in how to learning in a environments. explore and manner equal recognise object to that of symbols (‘learning to sighted peers. access’).
Slide 37: 6. Promoting an ethos of empowerment – Alex Curriculum Area Rationale Example of longer term ‘empowered’ outcome process Examples of complementary intervention procedures Examples of ‘empowered’ outcome 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 a morning drinks activity Alex is: Provided with object symbols to represent different drinks (‘access to learning’; Taught access skills through specialist instruction in how to explore and recognise object symbols (‘learning to access’). With verbal prompts, Alex can draw on her access skills to reach out and make a meaningful choice through selection of an object symbol that represents a desired drink. ‘Empowering
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