1. www.sensorysupportservice.org.uk Access to the Curriculum sensory support service

2. Session aims To provide skills and strategies for: Modification Adaptation Curricular access Independent learning

3. 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

4. session outline This is a practical session Theory-Why? who for? what? How? When? Practical exercises-discussion, hands on Resource display

5. Key points Pre-planning Clear objectives for your work Best use of tools and time

6. 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

7. access Print Tactile Auditory Visual Concrete Any others??

8. Adapting and modifiying How to adapt and modify

9. 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

10. Not everything is adaptable-so we modify

11. 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

12. 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

13. Discussion

14. Highlighters can be useful

15. Writing Slopes

16. Magnifiers

17. Instant Kit

18. Typoscope

19. 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

20. Practical An opportunity to adapt or modify a resource

21. 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

22. 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

23. 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

24. 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?

25. If in doubt-ask you advisory teacher

26. Thank you Handouts and the powerpoint will be on our web page

27. Sensory Support Service Elmfield House Greystoke Avenue Westbury-on-Trym Bristol BS10 6AY Tel: 0117 9038442 Fax: 0117 9038440 Text: 0781 050 6669 www.sensorysupportservice.org.uk sensory support service