A broad strategy in ensuring to learning’ emphasizes ‘access making the educational environment accessible in the current context (i.e. and now’) ‘here A complementary strategy is to support the child in to ‘learning access’. This is particularly characterized through areas of the curriculum’/ECC which emphasise independence skills ‘additional such as the use of technology, low vision and mobility. Such approaches can be viewed as a approach to ‘longer-term’ meeting a future needs which will enable them to gain access to information and curriculum materials for themselves, and to navigate independently social and spatial environments. Slide 22: 5. Facilitating curriculum access Whilst it can be challenging for specialist teachers to find the balance between two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. A bioecological systems perspective provides a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. The multifaceted role of the specialist teacher can be illustrated in providing support and the different ‘within’ ‘between’ ‘systems’ within this theoretical framework. 23: Distinctive role of TVI through a bioecological systems perspective Figure - Diagram: (adapted from McLinden and Douglas et al., 2016). 5 circles each inside the other: from smallest to largest reads Learner, Microsystem, Mesosystems, Exosystem, and Macrosystem. In the Microsystem are labels: Home, Nursery, School, College, and Other. Arrows from the Learner circle to the Microsystem indicate an exchange and from the Microsystem to the Mesosytem other areas indicate an exchange. There are also arrows indicating and exchange between the Exosystem and Macrosystem. Below all of the circles are a series of arrows preceded by the
A broad strategy in ensuring ‘access to learning’ emphasizes making the educational environment accessible in the current context (i.e. ‘here and now’) A complementary strategy is to support the child in ‘learning to access’. This is particularly characterized through areas of the ‘additional curriculum’/ECC which emphasise independence skills such as the use of technology, low vision and mobility. Such approaches can be viewed as a ‘longer-term’ approach to meeting a future needs which will enable them to gain access to information and curriculum materials for themselves, and to navigate independently social and spatial environments. Slide 22: 5. Facilitating curriculum access Whilst it can be challenging for specialist teachers to find the balance between two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. A bioecological systems perspective provides a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. The multifaceted role of the specialist teacher can be illustrated in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework. 23: Distinctive role of TVI through a bioecological systems perspective Figure - Diagram: (adapted from McLinden and Douglas et al., 2016). 5 circles each inside the other: from smallest to largest reads Learner, Microsystem, Mesosystems, Exosystem, and Macrosystem. In the Microsystem are labels: Home, Nursery, School, College, and Other. Arrows from the Learner circle to the Microsystem indicate an exchange and from the Microsystem to the Mesosytem other areas indicate an exchange. There are also arrows indicating and exchange between the Exosystem and Macrosystem. Below all of the circles are a series of arrows preceded by the
Sat1230McLindenMovingForwardHandoutLP.docx