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Access for all: securing education for those with physical and sensory needs Karen Deacon Director of Social Care and Further Education 1.

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Presentation on theme: "Access for all: securing education for those with physical and sensory needs Karen Deacon Director of Social Care and Further Education 1."— Presentation transcript:

1 Access for all: securing education for those with physical and sensory needs
Karen Deacon Director of Social Care and Further Education 1

2 Before we start Too fast? Unfamiliar English words or phrase
Activities (simulations) You may have a disability Questions at the end 2

3 Key Questions Do you consider access to the environment and learning
Discuss current arrangements. (KD Flip Chart Do you consider the indiduals or the class? Are you open to influence your practice

4 Considerations Challenge Test the theory Use the practical knowledge.

5 Overview of this workshop
An introduction Explanation of the terms we will be using The impact of sensory and physical needs Simulation Hidden issues: what to look for What we can do: adaptations and support Questions Further reading Some practical suggestions 5

6 An Introduction I work for (. (Royal National Institute of Blind People) I am also the deputy Chair of the Eden Academy Our schools and colleges cover: Communication and interaction difficulties Cognition and learning (Moderate to Severe and Profound) Social, mental and emotional health difficulties Sensory and/or physical difficulties Associated behavioral difficulties 6

7 Explanation of terms Physical disability (PD) Sensory Impairment
Educational definitions, not medical Collective term ‘special education needs & disabilities’ (SEND), or ‘special needs’ Physical disability (PD) Sensory Impairment Hearing impairment (HI) Visual impairment (VI) Multi-sensory impairment (MSI) 7

8 Physical disability (PD)
Explanation of terms Physical disability (PD) Physical difficulty or difficulties Physical impairment(s) or needs Any condition that permanently prevents normal body movement and/or control. 8

9 Physical disability There are many different types of physical disabilities, including: bone and joint deformities (they may not grow normally) curvature (bending) of the spine partial or full paralysis of the legs muscle weakness or tightness involuntary muscle movements (spasms) We also have many progressive and life limiting conditions within the schools. Temporary mobility issues due to medical conditions Tube feeding is common too 9

10 Physical disability Issues with:
posture (the ability to put the body in a chosen position and keep it there) movement of body parts or the whole body (motor control) difficulties with bowel and bladder control balance and co-ordination talking and eating touching (tactile issues) The person may also have communication difficulties or other medical conditions such as epilepsy or asthma. Can include sight or hearing loss 10

11 Causes Physical disability
There are many different causes for physical disabilities. These include: inherited or genetic disorders, such as muscular dystrophy conditions present at birth (congenital), such as spina bifida serious illness affecting the brain, nerves or muscles, such as meningitis spinal cord injury Acquired brain injury injury to other parts of the body Degenerative conditions such Retts. 11

12 Hearing impairment (HI)
Explanation of terms Sensory Impairment Hearing impairment (HI) Deaf Hearing loss Hard of hearing Complete hearing loss Partial hearing loss Fluctuating hearing loss Inability to hear above certain sound levels or frequencies Inability to discriminate sounds from background noise Autism associated with sound sensitivity 12

13 Causes Hearing impairment Age Genetics
Conductive and sensorineural hearing loss Damage to the brain Noise-induced hearing loss Other ear problems e.g. Tinnitus 13

14 Explanation of terms Sensory Impairment Visual impairment (VI) Blind
Partially sighted Sight loss Visual impairment may result from: Damage to the eye Damage to the brain 14

15 Terms used Visual impairment
Functional vision – how a child uses their sight in everyday situations. Ocular visual impairment – this means that sight problems are caused by one or more parts of the eyes not functioning properly. Cortical or cerebral visual impairment (CVI) – this is when there is nothing wrong with the eyes, but the brain doesn't process the images properly. Combination of the above two. 15

16 Impact in the classroom
In common: Lack of engagement with the learning process Lack of academic progress Inability to contribute Missed opportunities Social exclusion - ‘can’t join in’ Fatigue Emotional stress Physical disability Hearing impairment Visual impairment 16

17 Simulation Why simulate? Must avoid trivialising difficulties
How does it benefit? Our awareness Our practice Volunteers only 17

18 Learning from Simulations
Do you know what difficulties/disabilities the children you teach may have? What does this mean for their individual learning needs? What support do I need to provide? How should WE adapt? Support Equipment (More later) 18

19 Simulation Physical disability Different options.
Spend a day in a wheelchair or only sitting down Walk only with the aid of crutches But try this: If you are right-handed, try writing left-handed (and vice versa) (Volunteers) Also try it with the gloves on 19

20 Hidden issues: what to look for
People often see a physical difficulty (but not always!) May hide other disabilities May also mask other abilities Physical disability 20

21 Hearing impairment Simulation 21

22 Volunteers Hearing impairment Put your fingers in your ears
Try to follow what the speaker (Karen) is saying 22

23 Hidden issues: what to look for
Hearing impairment Is slow to learn to talk, or they are not clear when they speak Often asks you to repeat yourself Often talks very loudly Often turns up the volume of the TV so that it is very loud Regularly feeling tired or stressed, due to having to concentrate closely while listening Misses sound cues (e.g. end-of-lesson bells, whistles during games, verbal instructions) Watches face of speaker intently Or may withdraw completely and ‘hide’ in class Behaviour may deteriorate 23

24 Simulation Visual impairment The primary sense for learning
Perhaps as much as 80% of our learning occurs visually 24

25 Visual impairment Normal vision 25

26 Visual impairment Central vision loss 26

27 Peripheral vision loss
Visual impairment Peripheral vision loss 27

28 Visual impairment Visual impairment Absolute Scotoma 28

29 Volunteers Visual impairment Try on the Simspecs
Note the eye condition which the glasses are simulating Look around the room and try to focus on different things 29

30 فراشة Visual impairment
How many times does the butterfly touch the flower? 30

31 Visual impairment Read the text
The point of this exercise is to demonstrate that the materials we produce for the classroom – although entirely suitable for the majority – may not always be read easily by some of our students. 31

32 Sometimes there are better alternatives.
Visual impairment Read the text Sometimes there are better alternatives. Less clutter 32

33 Sometimes there are better alternatives.
Visual impairment Sometimes there are better alternatives. Less clutter Larger font/print size 33

34 Sometimes there are better alternatives.
Visual impairment Sometimes there are better alternatives. Less clutter Larger font/print size Set out clearly and logically 34

35 Sometimes a different coloured background or overlay
Visual impairment Sometimes there are better alternatives. Less clutter Larger font/print size Set out clearly and logically Sometimes a different coloured background or overlay

36 Visual impairment Volunteers Remove the Simspecs 36

37 How to guide a person with sight loss
Visual impairment How to guide a person with sight loss Guide Chairs Down stairs Approaching doors Changing direction Up stairs Going through doors 37

38 Now it’s your turn Visual impairment Work in pairs
One person wears the blindfold to simulate sight loss The Guide will take the person for a short walk (about 4 minutes) Use the guiding techniques that you have just seen in the video Try to encounter a doorway or two, also make some left and right turns. LOOK OUT for trip hazards, sharp objects, projections, other people. Not on stairs. Not into the hotel foyer. Ensure the person you are guiding is SAFE all the time. Do not rush. No tricks! After about 4 minutes, swap roles. 38

39 Visual impairment As the blindfolded person, how did you feel?
Safe, vulnerable, confused? As the Guide, what were you thinking? Did you anticipate problems, such as: trip hazards? obstacles to the head? Were you clear in your directions? 39

40 Hidden issues: what to look for
Visual impairment On entering the room, does the pupil?  Respond to the light from window   Respond to objects in the room Bump into any objects Respond to the room light (on or off) Respond to changes of floor surface Respond to people in the room       How the pupil responds to people? Makes eye contact Smiles at another person Watches person walk across the room Turns to another person in the room Copies actions of another person 40

41 Hidden issues: what to look for
Visual impairment Hidden issues: what to look for How the pupil responds to objects? Does the pupil have difficulty locating objects on a 'busy' background? Does the pupil locate objects on a high contrast background? Does the pupil recognise objects from a range of distances? Does the pupil immediately respond to an object? Does the pupil have a delayed response to an object?    41

42 Hidden issues: what to look for
Visual impairment Hidden issues: what to look for How the pupil responds to a light source? Does the pupil fixate on the light source? Does the pupil respond to light source from lower visual field? Does the pupil respond to the light source from the upper visual field? Does the pupil respond to light source from left, right? Does the pupil track the light source.Does the pupil’s behaviour change?   Does the pupils behaviour change from visual to tactual? Does the pupil squint? Does the pupil complain of headaches? 42

43 What we can do: adaptations & support
Physical disability Hearing impairment Visual impairment accessible buildings flexible teaching arrangements appropriate resources and equipment (provision of tactile and kinaesthetic materials) appropriate seating, acoustic conditioning and lighting 43

44 What we can do: adaptations & support
Physical disability Hearing impairment Visual impairment adaptations to the physical environment of the school adaptations to school policies and procedures access to alternative or augmented forms of communication 44

45 What we can do: adaptations & support
Physical disability Hearing impairment Visual impairment access to different amplification systems Ipads Eye gaze technology for communication. access to low vision aids access in all areas of the curriculum through specialist aids, equipment or furniture regular and frequent access to specialist support. Therapist support 45

46 46

47 One further consideration
The impact of two, or more, additional special needs Visual Impairment Physical Disability Hearing Impairment Additional needs Learning difficulties 47

48 Examples Think of one student and how today may assist them?
Willing to share Willing to influence others.

49 Reflections Am I more aware of the needs of students with sensory and/or physical needs? Are there any students who may have sensory difficulties that we have been unaware of? Am I doing enough to support these students? How might I develop my practice? 49

50 Questions Physical disability? Hearing impairment? Visual impairment?
50

51 Thank you 51

52 Contact If you want a copy of this presentation sent to you by , please contact me (Karen Deacon) at: 52

53 Simulation Hearing impairment
treatment/identify-hearing-loss/Hearing-Loss- Simulator gy/hearing_loss_simulation/two_minute_walk. html research-hub-research-reports/evidence- based-reviews 53

54 The primary sense for learning
Visual impairment The primary sense for learning Simulation ex.html etterdesign2/simsoftware/simsoftware. html 54


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