www.sensorysupportservice.org.uk

Access to the Curriculum

sensory support service

Session aims

• To provide skills and strategies for:

• Modification

• Adaptation

• Curricular access

• Independent learning

Learning outcomes

• An understanding of the principles underpinning the creation of resources in an accessible format

• The ability to produce appropriate, quality resources in good time taking into account classroom learning objectives, alternative tools, environment, access and independence

session outline

This is a practical session

• Theory-Why? who for? what? How? When?

• Practical exercises-discussion, hands on

• Resource display

Key points

• Pre-planning

• Clear objectives for your work

• Best use of tools and time

Activity 1• Working with your partner you have 5

minutes to discuss the child with whom you work thinking about:

• The individual needs of the child or young person-vision loss, age, stage, attitude etc

• The classroom-lighting seating etc

• Resources, preparation, text books, whiteboard work, worksheets, learning objectives for the child or young person

access

• Print

• Tactile

• Auditory

• Visual

• Concrete

• Any others??

Adapting and modifiying

How to adapt and modify

What is adaptation?

• Adaptation is where work which relies on good vision is being given to a class as part of a lesson (whether on the board, on paper, in a book) is altered to meet the needs of a child who has a visual impairment

Not everything is adaptable-so we modify

What is modification?

• Modification is where work which relies on good vision is being given to a class as part of a lesson (whether on the board, on paper, in a book) and has been altered either in look and sometimes content to meet the individual needs of the child or young person in the class who has a visual impairment

Activity 2 Take turns to put on the simi-specs

and look at side 1 of the sample you have been given

Write down how you think you could

adapt/modify it to make it more accessible for the child with whom you work

When we say-

turn your example over

DON’T CHEAT

Discussion

Highlighters can be useful

Writing Slopes

Magnifiers

Instant Kit

Typoscope

The Decision Tree

• With your partner look at a copy of the decision tree

• Go through the actions and write down any questions or ideas you may have

Practical

An opportunity to adapt or modify a resource

Practical

• Look at the worksheet you have been given

• Use the resources we have given you to adapt or modify the samples

• Work in pairs and think about what you feel the learning outcome should be

Exam Concessions• Early opening• Modified Large Print• Additional Time (up to 100%)• Supervised rest breaks• Discrete location• Large print Papers (A4-A3 enlargements)• Modified large print (A4 18 point simplified)• Braille and tactile enhancement• Scribes• A reader• The practical assistant.• http://www.jcq.org.uk/exams-office/access-arrangements-and-

special-consideration/regulations-and-guidance

Access arrangements –Technology/equipment

• Use of brailler• Use of CCTV• Colour naming• Coloured overlays• Computer reader• Exams on coloured/enlarged paper• Word-processors• Magnification tools

Any questions?Remember the key points:

• Pre-planning-always try to be a week ahead

• Have clear objectives for your work-know

what the teacher wants the CYP to learn

• Always consider the best use of tools and time-1 hour on a map which will be used for 5 minutes-is there a better way?

If in doubt-ask you advisory teacher

Thank you

Handouts and the powerpoint will be on our web page

Sensory Support ServiceElmfield House

Greystoke AvenueWestbury-on-Trym

BristolBS10 6AY

Tel: 0117 9038442Fax: 0117 9038440Text: 0781 050 6669

www.sensorysupportservice.org.uk

sensory support service