By Michael Farrell
This crucial consultant clarifies the definitions of sensory impairments and actual disabilities, and examines health conditions that could result in the necessity for SEN provision, together with epilepsy, Tourettes syndrome and Prader-Willi syndrome. Writing in an obtainable sort, the writer seems to be at methods of facing a number of stipulations, constantly with functional school room occasions in brain. every one section:
- sets out the definitions of the
- explains the criminal contexts
- looks on the diversity of provision
- suggests intervention and aid options
- gives instance case reviews.
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Additional resources for The effective teacher's guide to sensory impairment and physical disability: practical strategies
They are structured as core standards, extension standards, standards in relation to key SEN roles and responsibilities, and skills and attributes. The ‘extension standards’ give an indication of the knowledge and understanding and the skills associated with teaching children who have a visual impairment. Teachers with additional specialist skills should be able to demonstrate that they know and understand: i. the principles underlying the development of alternative and augmented communication systems, including Braille; and their appropriate application in providing a curriculum that utilises pupils’ strengths; ii.
In general, concrete experience is important to help the pupil develop concepts, while clear explanations from the teacher and the opportunity for pupils to discuss are vital. Approaches and aids in different subjects illustrate what is done to improve access to the curriculum. In mathematics, there is a mathematics Braille notation (Braille Authority of the United Kingdom, 1987) and a simpliﬁed version (Dorton House School for the Blind, 1995). Also, in music there is an international system of Braille notation.
Some chapters are becoming rather dated and one hopes for a new edition soon. Keil, S. and Clunies-Ross, L. (2003) Survey of Educational Provision for Blind and Partially Sighted Children in England, Scotland and Wales in 2002, London, Royal National Institute of the Blind, Education and Employment Research Department. As well as providing estimates of the numbers of children up to the age of 16 years who have visual impairment, the survey seeks to establish the type of provision made for their education.