Sensory and Physical Needs

1Access for all: securing education for those withphysical and sensory needsKaren DeaconDirector of Social Care and Further Education 1

2Before we start2Too fast?

Unfamiliar English words or phrase

Activities (simulations)

You may have a disability

Questions at the end

Key Questions Do you consider access to the environment and learning Discuss current arrangements. (KD Flip ChartDo you consider the indiduals or the class?Are you open to influence your practice3Considerations

ChallengeTest the theoryUse the practical knowledge. 45Overview of this workshop5An introduction

Explanation of the terms we will be using

The impact of sensory and physical needsSimulation

Hidden issues: what to look for

What we can do: adaptations and support

Questions

Further reading

Some practical suggestions6An Introduction6I 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 difficulties7Explanation of terms7Educational definitions, not medicalCollective term special education needs & disabilities (SEND), or special needsSensory ImpairmentMulti-sensory impairment (MSI) Physical disability (PD)Visual impairment (VI)Hearing impairment (HI)8Explanation of terms8 Physical disability (PD)Physical difficulty or difficultiesPhysical impairment(s) or needsAny condition that permanently prevents normal body movement and/or control. 99 Physical disability

There are many different types of physical disabilities, including:bone and joint deformities (they may not grow normally) curvature (bending) of the spinepartial 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

1010 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 controlbalance and co-ordination talking and eatingtouching (tactile issues)The person may also have communication difficulties or other medical conditions such as epilepsy or asthma. Can include sight or hearing loss1111 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 injuryinjury to other parts of the bodyDegenerative conditions such Retts. Causes12Explanation of terms12Hearing impairment (HI)DeafHearing lossHard of hearingSensory ImpairmentComplete hearing lossPartial hearing lossFluctuating hearing lossInability to hear above certain sound levels or frequenciesInability to discriminate sounds from background noiseAutism associated with sound sensitivity 1313

Hearing impairmentAge

Genetics

Conductive and sensorineural hearing loss

Damage to the brain

Noise-induced hearing loss Other ear problemse.g. TinnitusCauses14Explanation of terms14Visual impairment (VI)

BlindPartially sightedSight lossSensory ImpairmentVisual impairment may result from:

Damage to the eyeDamage to the brain1515Functional 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.Visual impairment

Terms used16Impact in the classroom16Visual impairmentHearing impairment Physical disabilityIn common:

Lack of engagement with the learning process

Lack of academic progress

Inability to contribute

Missed opportunities

Social exclusion - cant join in

Fatigue

Emotional stress17Simulation17Why simulate?Must avoid trivialising difficulties

How does it benefit?Our awarenessOur practice

Volunteers only

18Learning from Simulations18Do 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?

SupportEquipment

(More later)

19Simulation19 Physical disability

Different options.Spend a day in a wheelchair or only sitting downWalk 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

20Hidden issues: what to look for20 Physical disabilityPeople often see a physical difficulty (but not always!)

May hide other disabilities

May also mask other abilities

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SimulationHearing impairment22Volunteers22Put your fingers in your ears

Try to follow what the speaker (Karen) is sayingHearing impairment23Hidden issues: what to look for23Hearing impairmentIs 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 loudRegularly 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 intentlyOr may withdraw completely and hide in classBehaviour may deteriorate2424Visual impairmentSimulationThe primary sense for learning

Perhaps as much as 80% of our learning occurs visually2525

Visual impairmentNormal vision2626

Visual impairmentCentral vision loss2727

Visual impairmentPeripheral vision loss2828

Visual impairmentAbsolute ScotomaVisual impairment29Volunteers29Try on the Simspecs

Note the eye condition which the glasses are simulating

Look around the room and try to focus on different thingsVisual impairment

3030

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

3131Read the textVisual impairmentThe 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.

3232Read the textVisual impairmentSometimes there are better alternatives.

Less clutter

3333Visual impairmentSometimes there are better alternatives.Less clutter

Larger font/print size3434Visual impairmentSometimes there are better alternatives.Set out clearly and logically

Larger font/print sizeLess clutter35Visual impairmentSometimes there are better alternatives.Less clutter

Larger font/print sizeSometimes a different coloured background or overlaySet out clearly and logically36Volunteers36Remove the SimspecsVisual impairment3737How to guide a person with sight lossVisual impairment

GuideDown stairsChairsGoing through doors

Approaching doors

Changing direction

Up stairs3838Work in pairs

One person wears the blindfold to simulate sight lossThe Guide will take the person for a short walk (about 4 minutes)Use the guiding techniques that you have just seen in the videoTry 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.Visual impairmentNow its your turn3939Visual impairmentAs 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?40Hidden issues: what to look for40Visual impairmentOn entering the room, does the pupil?

Respond to the light from windowRespond to objects in the roomBump into any objectsRespond to the room light (on or off)Respond to changes of floor surfaceRespond to people in the roomHow the pupil responds to people? Makes eye contactSmiles at another personWatches person walk across the roomTurns to another person in the roomCopies actions of another person41Hidden issues: what to look for41Visual impairmentHow 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?42Hidden issues: what to look for42Visual impairmentHow 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 pupils behaviour change?Does the pupils behaviour change from visual to tactual?Does the pupil squint?Does the pupil complain of headaches?43What we can do: adaptations & support43 Physical disabilityHearing impairmentVisual impairmentaccessible buildings

flexible teaching arrangements

appropriate resources and equipment (provision of tactile and kinaesthetic materials)

appropriate seating, acoustic conditioning and lighting

44What we can do: adaptations & support44 Physical disabilityHearing impairmentVisual impairmentadaptations to the physical environment of the school

adaptations to school policies and procedures access to alternative or augmented forms of communication

45What we can do: adaptations & support45 Physical disabilityHearing impairmentVisual impairmentaccess to different amplification systems IpadsEye gaze technology for communication. access to low vision aids access in all areas of the curriculum through specialist aids, equipment or furnitureregular and frequent access to specialist support.Therapist support

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47One further considerationVisual ImpairmentPhysical DisabilityHearing Impairment47Additional needsLearning difficultiesThe impact of two, or more, additional special needsExamples Think of one student and how today may assist them? Willing to share Willing to influence others. 4849Reflections49Am 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?50Questions50

Hearing impairment?Visual impairment?Physical disability?51Thank you5152Contact52If you want a copy of this presentation sent to you by e-mail, please contact me (Karen Deacon) at:karen.deacon@rnib.org.uk53http://www.hear2learn.org/CICSsim/index.htmlhttp://www.starkey.co.uk/hearing-loss-and-treatment/identify-hearing-loss/Hearing-Loss-Simulatorhttp://www.ndcs.org.uk/family_support/audiology/hearing_loss_simulation/two_minute_walk.htmlhttp://www.rnib.org.uk/knowledge-and-research-hub-research-reports/evidence-based-reviews

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Hearing impairmentSimulation54http://www.acbvi.org/albums/Vision/index.htmlhttp://www.inclusivedesigntoolkit.com/betterdesign2/simsoftware/simsoftware.html54Visual impairmentSimulationThe primary sense for learning