www.sensorysupportservice.org.uk

Access to the Curriculum

Marion Donaldson and Jo Hughes Advisory Teachers of the Visually Impaired

Louise O’RourkeSpecialist 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

Warm up

• A simple activity to get you thinking

Activity

• an art project is based on the image you are about to be shown.

• How would you make this accessible for the child you work with?

• Work in the pairs.

• You have 2 minutes to discuss

Activity

Activity

• What is the purpose of a picture like the one I will show you next?

• How would you make it accessible or adapt the task?

• Work in pairs-you have 2 minutes to discuss

How would you make this accessible?

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

If in doubt-ask you advisory teacher

Practical

We will now split into groups-

Group 1 please go with Jane

Group 2 please go with Louise

Group 3 please stay with me

Feedback

• Any questions?

Thank you

Handouts and the powerpoint will be on our web page

Mobility people please stay here

Independence skills people please go to the parent room (where you had lunch)

Sensory Support ServiceElmfield House

Greystoke AvenueWestbury-on-Trym

BristolBS10 6AY

Tel: 0117 9038442Fax: 0117 9038440Text: 0781 050 6669

www.sensorysupportservice.org.uk

sensory support service