Supporting students who are blind, deafblind or have low ...teachersandteachersaides.tki.org.nz/content... · Orientation and mobility skills for students who are blind, deafblind

7–9MODULES

Supporting students who are blind, deafblind or have low visionOur work together

This initiative contributes to

Supplementary activities to the teachers and

teachers’ aides workingogether modulest

Supporting students with complex needs

3 Supplementary activities

Supporting students who are blind, deafblind or have low vision

7–9

Contents

Supplementary activities to the teachers and teachers’ aides working together modules JUL 2014 / 2

Introduction 3

Module 7 Understanding the New Zealand Curriculum 4Adaptations and differentiations: the Expanded Core Curriculum (ECC) 4

Module 8 Fostering peer relationships 9Fostering friendships when working with students who are blind, deafblind or have low vision 9

Orientation and mobility skills for students who are blind, deafblind or have low vision 11

Module 9 Inclusive classrooms 19Stepping back when working with students who are blind, deafblind or have low vision 19


3 Supplementaryactivities

Introduction

Supporting students who are blind, deafblind or have low vision

7–9

Supplementary activities to the teachers and teachers’ aides working together modules.The main modules are available at: http://teachersandteachersaides.tki.org.nz/Teachers-and-teachers-aides/our-work-together

The purpose of these supplementary activities and additional readings is to enhance working relationships between teachers, teachers’ aides and Resource Teachers: Vision through shared professional development.

The activities have the following features:

1. Teachers, Resource Teachers: Vision and teachers’ aides of students who are blind, deafblindor have low vision work through the activities together.

2. The modules do not require an external facilitator.3. The activities follow an inquiry approach where self-reflection is encouraged.

• Teachers and teachers’aides: who does what?

• Keeping our workprofessional, confidentialand safe

• Supporting students withcomplex needs

• What do we think aboutdisability and diversity?

• Identifying students’strengths

• Students participating inplanning about their learning,for instance an IEP process

Each activity aligns with the content of the nine modules and is linked and related in three strands:

Our roles Our students Our work together

• Understanding theNew Zealand Curriculum

• Fostering peer relationships• Inclusive classrooms

Supporting students who are blind, deafblind or have low visionWorkbook

1–9MODULES


Supplementary activities

to the teachers and

teachers’ aides working together modules

Supporting students who are blind, deafblind or have low visionOur work together

6–9MODULES


Supplementary activitiesto the teachers and

teachers’ aides workingtogether modules

Supporting students who are blind, deafblind or have low visionOur students

4–5MODULES


Supplementary activities

to the teachers and

teachers’ aide working

together modules

Supporting students

who are blind, deafblind

or have low vision

Our roles

MODULES


1–3Supplementary activities

to the teachers and

teachers’ aides working

together modules


http://teachersandteachersaides.tki.org.nz/Teachers-and-teachers-aides/Our-work-together


3 Supplementaryactivity7

Understanding the New Zealand Curriculum

Adaptations and differentiations: the Expanded Core Curriculum (ECC)

This supplementary activity complements those provided in Module 7

The main module is available at:http://teachersandteachersaides.tki.org.nz/Teachers-and-teachers-aides/Our-work-together/Module-7

It is designed to generate discussion about the vision-related skills that students who are blind, deafblind or have low vision use to access the school and classroom curriculum.

.

Read the document The Expanded Core Curriculum: Outline and discuss the nine areas identified as vision-related skills required to access the school and classroom curriculum.

Refer to Adam’s plan. As a year 12 student, Adam sets the goals for himself. Discuss his plan and the goals he chose.

Refer to the blank plan Adaptations and Differentiations: the Expanded Core Curriculum. Think about a student you work with. Talk about each area of the Expanded Core Curriculum and discuss one differentiation or adaptation in each area that makes the curriculum accessible for that student. Write your ideas onto the plan.

Additional reading• This reading discusses the changes that have occurred in respect to the

Expanded Core Curriculum and how these influence the way we work.The Expanded Core Curriculum: Where We Have Been,Where are We Going, and How We Can Get Therewww.eccadvocacy.org/section.aspx?Topic ID@Document ID=5280

• This reading provides a brief overview of The Expanded Core Curriculum inthe New Zealand context.Curriculumwww.blennzonline.edublogs.org/curriculum


http://teachersandteachersaides.tki.org.nz/Teachers-and-teachers-aides/Our-work-together/Module-7

Supplementaryactivity7 Understanding the New Zealand Curriculum

Adaptations and differentiations: the Expanded Core Curriculum

An introduction to The New Zealand Curriculum and the Expanded Core Curriculum (BLENNZ)

In New Zealand, The New Zealand Curriculum (NZC) sets the direction for teaching and learning in English-medium schools. The Expanded Core Curriculum content is situated within the NZC and should show clear links as a supportive framework to the national curriculum.

Qualified professionals, such as Resource Teachers: Vision (RTVs) and Developmental Orientation and Mobility (O&M) specialists teach the Expanded Core Curriculum and see that it is appropriately included in planning which may include an Individual Education Plan (IEP) for students who are blind, deafblind or have low vision.

Internationally these curriculum areas may be referred to using various terms depending on the country and changes in curricula. In the New Zealand context you can refer to the BLENNZ website to source the most up to date version of the ‘BLENNZ Curriculum’.

The Expanded Core Curriculum covers the following areas:

Compensatory or access skills

• concept development• spatial understanding• study and organisational skills• speaking and listening skills• access skills, e.g., Braille, large print,

print with optical devices, tactile symbols, sign language, etc.

Independent living skills

• self-care• food preparation• financial management• organisational skills• decision-making• advocacy• independence and interdependence

Career education

• first-hand experiences• awareness and access to

disability support services

Orientation and mobility

• gross motor development• fine motor development• development of orientation• environmental considerations• mobility devices• formal strategies for travel that consider

developmental and physical ability

Continued overleaf

JUL 2014 / 5Supplementary activities to the teachers and teachers’ aides working together modules



Recreational and leisure skills

• participation opportunities• knowledge of activities

Social interaction skills

• sequential instruction in social interaction skills

• socially acceptable behaviour• self-esteem, self-confidence, self-advocacy• interpersonal skills• recreation and leisure

Use of assistive technology

• use of appropriate low and high technologies• assistive and adaptive technologies• research skills• referencing skills

Sensory eff iciency skills

• visual efficiency• auditory learning• development of advanced tactile

discrimination skills

Self-determination skills

• skills to evaluate options• skills to make choices• opportunities to make

age-appropriate choices




Using the Expanded Core Curriculum

Adam’s Plan

Compensatory/ access skills

Map reading and transport timetables re.

tertiary centre visits.


skills/concepts

Cane skills with O&M instructor re. route to public

transport to tech.


Improve knowledge and independence using laptop

and Jaws software.

Career education

Meet with disabilities support person at tech to discuss options in

respect to achievements and interests.


Participate in judo

open day.

Sensory

efficiency skills

Ongoing tactile discrimination programme to

develop efficiency in map reading and reading of transport timetables.


Management of own account/use of cashpoint machines.


Initiate discussion/planning with whanau group for

EOTC (education outside the classroom).

Self-determination

skills

Plan an activity for whanau group to visit

new judo gym.




Using the Expanded Core Curriculum

Individual Education Plan

Compensatory/ access skills


skills/concepts


Career education




Sensory

efficiency skills

Self- determination

skills



3 Supplementaryactivity

Fostering friendships when working with students who are blind, deafblind or have low vision

This supplementary activity complements those provided in Module 8.


It is designed to generate further discussion about how teachers’ aides can help to foster meaningful peer interactions for students who are blind, deafblind or have low vision.

Fostering peer relationships

8

Read the scenarios. They highlight meaningful interactions between students who are blind, deafblind or have low vision and their peers.

Discuss the role the teacher’s aide played (or may have played) in each scenario to help the student make friends.

Discuss ways that you work with students in your school to create opportunities for friendship and independent peer interactions.

Additional reading• Students who are blind, deafblind or have low vision may require assistance to become

included socially. This article provides some ideas to assist with this aspect of life. www.teachingvisuallyimpaired.com/inclusion-strategies.html



Supplementaryactivity8 Fostering peer relationships

Fostering friendships when working with students who are blind, deafblind or have low vision

Scenarios


1. I use my Braillenote with a visual display in class. My teacher’s aide also taught me how to use the printer. Now I can print off my work so my teacher and friends can read my ideas and we can talk about them together.

2. My teacher’s aide taught me how to play Goal Ball. Now my friends and I can play Goal Ball wearing blindfolds. None of us can see and so we can all play it together at lunchtime.

3. My teacher’s aide brailled the school tuck shop menu so I can choose what I buy for lunch when I go there. I like walking there with my friends because we talk about our favourite food and treats.

4. I have lots of fun with wet day games and activities at school. My friends always want to play with me indoors as they like to try to read the braille on my cards, listen to the sounds as we roll and bounce my bellballs, play Connect 4 or build with my Lego. My games are stored in my shelving unit and were all labelled in Braille by my teacher’s aide so I can choose them for myself.

5. My teacher is really good at crafts. She set up a lunchtime group for anyone who wants to learn how to make a soft toy. My teacher’s aide and I go together. We sit in a group and the teacher’s aide talks through each step carefully with our group. If I need help threading the needle and sewing the seams because I can’t see very well, someone in the group helps me out. We also use special craft needles and brightly coloured wool that help everyone. We have each made a cute stuffed bear. I have made new friends in this club and I know more people in other classes now.



Orientation and mobility skills for students who are blind, deafblind or have low vision

This supplementary activity complements those provided in Module 8.


Students who are blind, deafblind and low vision may require orientation and mobility skills to assist them to move safely within a range of environments. This supports their ability to be confident and safe in inclusive settings. This activity introduces teachers and teachers’ aides to the range of orientation and mobility skills and why these are important for students who are blind, deafblind and have low vision.

Fostering peer relationships

8

Working individually to begin with, read the printed PowerPoint Being a Thinking Mover! and then the information about orientation and mobility skills on this web page:

www.teachingvisuallyimpaired.com/orientation--mobility.html

This provides an introduction to orientation and mobility, some key skills, and tips for teaching them.

In pairs or small groups discuss what you have read. Discuss any information that was new to you, as well as things you already know or do.

In your pairs or small groups, discuss the scenarios over the page. These are examples of some of the situations teachers’ aides may encounter that relate to students’ orientation and mobility. Identify and discuss the orientation and mobility skills the student has learned (or is learning) and how a teacher and teacher’s aide could appropriately support the student in each scenario, especially in relation to developing effective peer relationships.



Supplementaryactivity


Being a Thinking Mover!

O&M is about

»  Encouraging the student to– WANT to move– WANT to engage– WANT to masterhis body and world.

»  WANT to do it on their own»  In a safe and efficient way!

2 Being a thinking mover!

Being a thinking mover! 3

Successful O&M

»  Is when the desire to movecomes from the student.

»  Is not overly dependent on othersto make it happen.

8 Fostering peer relationships



It’s about CONTROL

»  Of self:I have learned how and that I can move my body well to get where I want.



CONTROL

»  Of the world around me(I have learned and understand it and can get to where I want to easily by problem-solving and feeling confident about it).

Two ways we can give back control

»  We can use the same strategies to support the student’stravel: guiding and independent travel.

»  Advocating for adding contrast and dealing with hazards.


8 Fostering peer relationships


GUIDING AND INDEPENDENT TRAVEL ON CAMPUS

Using the same strategies




Guiding and supporting interaction

»  Approach: saying your name andoffering to assist, taking time.

»  Contact: offering your hand is asocially acceptable and known method. The student then knows where you are without ‘groping’.

The yoke grip or other adapted grips


Fostering peer relationships8


Feeling in control on campus: supporting independence

»  Use maps – make them together ifpossible. Simplify, make them bigger and use them together so the student relies on the map not the teacher!

»  Point out large, bright, uniquethings in the environment.

»  Point out hazards and ask for theaddition of bright paint around them or on the edges of steps.


Steps


Other techniques

Narrow space Contacting objects

Encouraging connection with the world

»  Hand under hand if needed or »  Tap the ‘visual target’





Standard ‘handout’ campus maps can be easier to read if made large print and simplified


These are good examples of how some schools have highlighted hazards


It makes a big difference!



Advocating for change and letting the student know about hazards


Would you try running around and having fun if there is nothing to warn you about obstacles and steps?


Keeping in mind the problem-solving approach we can also give a sense of control in PE

»  Take time: familiarisation with equipment and landmarks»  Use clear directions»  Use colour and contrast»  Use tactile mats»  Ensure the student has sunglasses/hat if needed»  Slow the game down


Remember, every person with vision impairment has different abilities when it comes to travel.





Supplementaryactivity8 Fostering peer relationships


1. Rangi’s reduced distance vision means he is always on his own at play and lunch times.He cannot find his friends out on the field or on the courts. They all wear the samegrey uniform and he cannot distinguish who is who in this outdoor environment.

2. George, who has severe low vision, walks to school and crosses a busy intersection.He refuses to use his cane to and from school, as well as during the day. He is consideredto be at risk and unsafe both in and beyond the school gate. He has had a number oforientation and mobility lessons to assist him with the skills he needs for safe traveland movement.

3. Rewi, who is now eight years old, knows how to walk to and from school independently.His parents will not allow this as they worry about his safety as he cannot see well.They accompany him to school, carry his backpack and hold his hand. There is awalking school bus that goes past his gate daily.

4. William who is blind and newly transitioned to intermediate school cannot find his way tothe bathroom, the lunch eating area or the taxi bay at school. He prefers to use an adultas a sighted guide or an older class buddy to take him to these locations.

5. Susanna is not permitted by her family to go on EOTC outings in summer. She hasalbinism so her skin is susceptible to sunburn and she is light sensitive. On sunnydays her poor vision is quite noticeable, and she demonstrates lack of confidence inunfamiliar environments.


Scenarios



Inclusive classrooms

9Stepping back when working with students who are blind, deafblind or have low vision

This supplementary activity complements those provided in Module 9


It is designed to generate further discussion about promoting opportunities for independence, social interaction and self-determination for students who are blind, deafblind or have low vision.

.

Read the handout Ways to Step Back (over the page).

In pairs or small groups, consider one learner you work with and identify four ways to work together to foster independence and self-management for this student. Use the ideas on the handout to help you.

Record your ideas on the sheet provided.

Additional reading• This project offers some practical ideas to use to foster social inclusion for students with

a vision concern.Promoting social inclusion of pupils with visual impairment in mainstream schools in Scotland www.ssc.education.ed.ac.uk/resources/vi&multi/incl12.html



http://www.ssc.education.ed.ac.uk/resources/vi&multi/incl12.html

Supplementaryactivity9 Inclusive classrooms

Stepping back when working with students who are blind, deafblind or have low visionIt often feels right to give help to students with visual impairments but this may not be in their best interest. Use this list to help yourself to step back and to encourage independence.

1. You’re stepping back so your students can step forward and become independent. Keep this in mind.

2. Pause before answering or helping.

3. Sit on your hands for a whole task while you practise giving verbal instead of touch cues.

4. If you need touch cues, try placing your hand under the learner’s hand. This gives students much more choice.

5. Your students make mistakes, so allow them time to problem-solve.

6. Sit further away. If you’ve been within arm’s reach, sit just within earshot. If you’ve been sitting just within earshot, sit across the room. You are encouraging the student to be more independent.

7. Even though helping can feel right, be aware that too much assistance is counter-productive. Sometimes less is more, less is better.

8. Catch yourself before you correct your student’s work. Remain objective. This is about their skills… not yours.

9. Monitor the intervention/assistance you provide. Discuss with the student what is required.

10. “What page are we on?” “What’s for lunch?” Have students ask their classmates instead of you. Model these interactions/situations as requested.

11. Encourage student learning partners and sighted guides.

12. Encourage students to decline assistance, “Thanks but I’d like to try it by myself.”

Ways to step back



Stepping back when working with students who are blind, deafblind or have low vision


13. Whenever you add prompts, include a plan to phase them out.

14. Let the team know that you need to step back so that your student can be more independent.

15. Collaborate with other adults. Agree on the degree of assistance needed and agree to remind each other to step back.

16. Try helping only when classroom teachers or the student gives you a signal.

17. Ask the student, “Are there any other ways I could step back?”

– Adapted from Classroom Collaboration, by Hudson LJ (1997): Classroom Collaboration Watertown, Massachusetts: Perkins School for the Blind


Stepping back when working with students who are blind, deafblind or have low vision

Stepping back: four ways to work together


Documents

Supporting students who are blind, deafblind or have low ...teachersandteachersaides.tki.org.nz/content... · Orientation and mobility skills for students who are blind, deafblind