Open this book, dive in, maximise your involvement and discover what should and could be delivered to address a child or young person’s special educational needs. This book is all about curriculum access for visually impaired learners.
Many parents find they cannot draw upon the same professional resources as teachers. Therefore, for the first time, detailed information awaiting you inside covers for example,
- Development and appropriate support 0 to 19
- Making a curriculum accessible
- Choosing a suitable placement
Now, during school meetings and if mediation or arbitration is pursued ammunition is available for everyone to argue their case. You can now stand toe to toe and compare what should be delivered with what is actually being delivered.
A case can then be compiled underpinned with plenty of evidence to better meet need in a specific and quantifiable way.
This book also complements another book in the series, DO-IT- YOURSELF EDUCATION ADVOCACY.
CONTENTS
- INTRODUCTION
- EARLY YEARS
- PRIMARY SCHOOL 5-10 YEARS
- A FULLY SIGHTED CHILD’S GROWTH MILE STONES 5-10 YEARS
- THE LOW VISION TEACHER IN PRIMARY SCHOOL
- EDUCATION, DEVELOPMENT AND SUPPORT 11-19 YEARS
- THE LOW VISION TEACHER AT TRANSITION
- SECONDARY SCHOOL LOW VISON SUPPORT
- DEVELOPMENTAL MILE STONES OF A FULLY SIGHTED LEARNER AT 12, 14 AND 16 YEARS OLD
- ADOLESCENCE AND LOW VISION
- EDUCATION, TRAINING AND EMPLOYABILITY
- DISABILITY, CHARACTERISTICS AND SPECIAL EDUCATIONAL NEEDS
- DUAL SENSORY IMPAIRMENT AND LEARNING
- STUDYING WITH LOW VISION
- TEACHING ASSISTANTS AND SUPPORTING A DISABLED LEARNER
- THE ROLE OF A LOW VISION TEACHER
- WHAT TO EXPECT FROM A LOW VISION SUPPORT SERVICE
- ACCESSING THE CURRICULUM: READING AND WRITING WITH LOW VISION
- INDEPENDENT LIVING SKILLS
- SOCIAL SKILLS, INCLUSION AND MAKING FRIENDS
- THE BUILT ENVIRONMENT AND SUITABLE SPACE FOR LEARNING
- CHOOSING A PLACEMENT
- FOUR TYPES OF PLACEMENT UNDER CONSIDERATION
- CONSIDERING A PLACEMENT’S SUITABILITY
- BOOKS IN THE SERIES