Presentation on theme: "Www.sensorysupportservice.org.uk Access to the Curriculum Marion Donaldson and Jo Hughes Advisory Teachers of the Visually Impaired Louise O’Rourke Specialist."— Presentation transcript:
www.sensorysupportservice.org.uk Access to the Curriculum Marion Donaldson and Jo Hughes Advisory Teachers of the Visually Impaired Louise O’Rourke Specialist Teaching Assistant sensory support service
Session aims To review and share skills and strategies for: Modification Adaptation Curricular access Independent learning
Learning outcomes An increased 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, inclusion, access and independence
session outline This is a practical session We will look at-the learning environment, access, share our knowledge strategies and issues which have arisen Practical activity- KS1-create a resource KS3/4-prepare/adapt a test/exam papers
Key points Pre-planning Clear objectives for your work Best use of tools and time Voice of the child
Re-cap A re-cap of the points we considered last time we met 2 terms in-what are the key issues for you with the CYP with whom you work? What other things have you observed which can impact on access
The classroom environment Seating position: ultimately the child should take on this responsibility Distant material- Consider: contrast, style and SIZE of print and spacing Is a desk copy required? Has this been organised?
Classroom environment Consider the visual background Is the whiteboard dirty? Is the whiteboard pen worn out?
Classroom environment Is the child positioned correctly? Are the walkways clear? Are necessary resources readily available? Is a power source accessible? Is it necessary to refer to teaching material displayed on the walls?
Classroom environment Is a screen/DVD being used? Would the DVD be available for pre-viewing? Can sharing of texts, computer screens, be avoided? Are there window blinds … and do they work? Is there glare from tables or floor?
Adapting and modifiying Things to be considered
Font type The quick brown fox jumps over the lazy dog (Arial size 20) The quick brown fox jumps over the lazy dog (Monotype Corsiva size 20) The quick brown fox jumps over the lazy dog (Times New Roman size 20)
Upper case Six big juicy steaks sizzled in a pan as five workmen left the quarry. SIX BIG JUICY STEAKS SIZZLED IN A PAN AS FIVE WORKMEN LEFT THE QUARRY.
Spacing The space between one line of text and the next is very important. Some pupils may find it easier to see and Read texts with double line spacing. The space between paragraphs should be large enough to enable the pupil with low vision to distinguish one paragraph from the next. You can also help by marking start and stop points
Recommendations RNIB advice: Text should be left aligned The layout of text should be logical Words should not be split over two lines Justified text should be avoided Margins between columns should clearly separate No information should be conveyed solely through use of image, diagram or colour No text should be laid over the top of an image, picture or diagram
On the spot Low vision aids 1:1 Amenuensis Peer support Highlighters, whiteboards, recording devices
Remember the key points Pre-planning Clear objectives for your work Best use of tools and time