Presentation on theme: "Independence Skills Tuesday 14 th January 2014 2.30-3.10 Michelle Beirne-Shalice and Gary Learmonth sensory support service."— Presentation transcript:
Independence Skills Tuesday 14 th January 2014 2.30-3.10 Michelle Beirne-Shalice and Gary Learmonth sensory support service
To develop an awareness and understanding of the implications of a vision impairment on developing independence skills. Learning Objective
This workshop will focus on the implication of a vision impairment on developing independence skills at home and in school. This will include an assessment of your individual pupil’s independence skills and steps towards developing these areas of need. There will be opportunities to see specialist ILS equipment.
Mobility and independence assessment All children with a visual impairment should have a basic assessment.
Educational progress Included in Statement of SEN under “educational provision”
Inclusion More than academic inclusion Full inclusion in all activities of the classroom on an equitable level to fully sighted peers All require good mobility and independence skills
Early and Foundation Mobility and Independence Body and spatial awareness – e.g. early sensory-motor development, spatial language, mobility and orientation in different settings Social and emotional development – asking for assistance, social conventions, manners, confidence and motivation.
Advanced Mobility and Independence Travel skills – e.g. routes and technical aspects of travel, mobility and orientation, road safety, cane techniques Independent living skills (ILS) – e.g. kitchen skills, eating, hygiene, money handling, dressing.
Independent living skills Kitchen skills, e.g. Household management Money management Personal presentation skills Dressing Personal hygiene, teeth Medication Shopping Self-service café and various other contexts ‘Transferability of skills’ and ‘problem solving’
Mobility skills and the NC Mobility skills need to overlap with the National Curriculum – communication essential between all working with the pupil including their parents
Roles and responsibilities Who? Roles need to be formalised Key people need to be trained and supported appropriately
Now… Assessment of individual pupil’s independence skills
Next steps… Identifying an area of need and next steps to developing this skill
Examples of ILS equipment Liquid level indicator
Your consent to our cookies if you continue to use this website.