Inclusion Of Visually Impaired Students

Inclusion Of Visu all told in all(pre no.inal)y impair StudentsEducation aims to ensure that that all learners gain access to skills, k flatledge and encyclopedism that will prep be them in life. Education becomes to a greater extent challenging as shoals accommodate schoolchilds with diverse backgrounds and SEN ask. Meeting these challenges demands instills to possess an inclusive cultivation.Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any athletic field, and seeks to maximize the potential of all students. There is now greater recognition that the special needs agenda should be viewed as a signifi kindlet part of the drive for Inclusive Education (Ainscow, M 1995). The idea is that the concept of integration is being replaced by a give the axe towards inclusive trailing/education. Integration demands that additional arrangements will be make to accommodate pupils with disabilities in side a system of working that remains largely unchanged (Ainscow, M 1995 p 2). Inclusive education, on the a nonher(prenominal) present, is a larger and prior concept (Flavell, L 1996, p 5) and aims to restructure schools in cast to respond to the learning needs of all children (Male D, 1997).An Inclusive school ask teachers to win individualised support with push through and through the stigmatisation thats comes with separation, and to provide opportunities where all students can learn together in an unrestrictive environment where the step of their education is not compromised. appendage 1.1 salutes a model of inclusive supplying (Dyson, A et al, 2004). Inclusion is not salutary for student and mental faculty besides for governors, p atomic number 18nts and the local anesthetic anaesthetic community (Flavell, L 2002). Research on active inclusive schooling has shown schools improve thorough complete school responses and not just by breeding strategies that includ e all learners (Ainscow,M 1994). cecal appendage 1.2 shows characteristics of these schools (Ainscow, M 1991 Hopkins, Ainscow and West, 1994)1.2 legislative ContextThe amendments to the 1995 Disability Discrimination practice (DDA) Part IV regulations came into effect on 1 September 2002 via the Special Education and Disability propel (SENDA, 2001). It requires school to implement the part of the Act that prevents such institutions from discriminating against students on the grounds of their disability. It is in that respectfore mandatory for all teachers, including MFL teachers to make reason fitting adjustments to lay off full participation by students with disabilities. concomitant 1.3 is the overview introduction to the DDA while addition 1.4 is the DDA Part VI.1.3 Fullhurst Community naturalise insurance policyThe legislation makes it clear that all genteelness staff is responsible for the provision for students with SEN and/or disabilities. (TDA, 1999) addendum 1.5 shows particular(prenominal) duties under the DDA outlined by the TDA (TDA, 1999) for usance by schools. Thomas (1992) states that the whole school community should be involved in developing a policy on the organisation of support in the classroom. The engrave of utilisation (DfE 1994) calls for all schools to engage a special Education needs Policy with outlines the agreed practice at each stage in concourse the needs of pupils.As infallible by law all schools who grow government funding are expected to take on a indite SEN policy with regard to the Code of Practice. Fullhurst Community School has a ecumenical policy which is mandatory for all staff to be familiar with. It includes their guidelines, accessibility, definitions, SEN status, provisions, referral data, learning needs and conditions. Appendix 1.6 is a partial copy of the Fullhurst Community School Guide to SEN.2. ocularly Impaired Students2.1 Inclusion of optic impaired studentsIt is estimated that there are around 25,000 children and teenaged people in Britain from birth to 16 with a visual injustice of sufficient severity to require specialiser education service support. (www.rnib.co.uk)In the report entitled Education of the opticly Handicapped (surgical incision of Education and Science, 1972) commissioned by the British government in 1968, it recommends that blind and partially sighted children would benefit from being educated in the selfsame(prenominal) schools. It did, heretofore, alike support the general concept of integration of children with visual impairments (VI) into mainstream schools. Further reports, such as The Warnock Report (Department of Education and Science 1978) and the resultant Education Act (1981) consolidated that right of children with SEN to placement in local schools, with the consideration of the efficient use of resources.During the 70-80s there was a steep show in the LEA services for children with VI (visual impairment) and an increase in local schools education of VI students supported by qualified in school support hold outers or peripatetic specialised teachers (Douglas et al, 2009). As this enrolment increase in mainstream schools, specialised schools for the blind were closing or alineing encompassing students with much complex needs (McCall, 1997).The Code of Practice for SEN (Department of Education) accepted that the needs of most children with SEN could be met within mainstream schools but took a moderate stance on inclusion body by emphasising the importance of maintaining a continuum of provision for a continuum of needs (Hornby, 1999, p 153). By 2000 inclusion of VI children in mainstream schools had become tumefy documented in policy and practice. Legislation continued to strengthen the rights of SEN children in local schools, culminating in the previously mentioned SENDA (2001) amendments to the 1995 DDA. Appendix 1.7 and 1.8 highlight research and statistics pertaining to VI students in local scho ols.2.2 visual Impairment and Modern Foreign stylesNo matter what their educational level, the visually handicapped oftentimes display a marked talent for learning foreign dictions. This seems to be the result of a particular aural sensitivity and the memory correcting which forms part of the reformation process. (Nikolic, 1986 p222)The major aspect of work in the modern languages is that while other curriculum areas use conversation to teach the subject heart and soul, MFL use content to teach communication (Couper, 1996). MFL classrooms rely firmly on non-verbal method of communication and in most classrooms the visual sense plays a dominant though not exclusive role (Couper, 1996 p 7).2.3 Adaption of teaching practise and materialsIn traditional MFL learning, teachers use visual projectors, flashcards, wall posters, gesturing, mime and facial expressions to teach, however literature on teaching MFL to VI advocates employ different means. Realia, enlarges pictures, mobi les are recommended to introduce new style and use games such as noughts and crosses, hangman and scorecard games to enhance knowledge.Price (1994) and Couper (1996) show that the adaption of materials for use in class is a time consuming and costly process and as such teachers often have to adapt materials themselves. Appendix 1.9 shows a self-audit for inclusive modern languages lessons think teaching, learning and support provided by the TDA (2009) which appropriates teacher to observe and try out certain methods to keep their classroom inclusive.Lewin-Jones and Hodgson (2005) outline strategies which can be utilise by teachers to ensure an inclusive classroom. Strategies such as using students label more frequently or touch (once pre-approved before) have been known to work effectively (Jones, 2004). Adapting the way you ask questions e.g what is the man in green doing? to what is the irascible man doing? Teachers have to adapt the lesson to include repetition other than using the white boards but through the speaking and earshot skills. AFL strategies such as thumbs up or down can be used merely instead of traffic lightsystem where VI students whitethorn have difficulty color differentiating (Appendix 1.9a). McCall (1997) postulates that these changes help, not only the learning of the VI students, but potentially all students learning.From the skills in language learning reading, indite, listening and speaking reading and writing can be trouble most for VI students as it is difficult to shaving/scan text or move between text and answers or locate specific information within texts quickly. Nikolic (1986) compounds this difficulty adding that that trouble lies in the infrequent contact a VI student has with the write form. ways must be found for students to access these skills. In MFL it is authoritative for mixed skill activities. This will allow VI students to team up listening and speaking, where traditionally they may be stronger with r eading and writing where they may be weaker (Couper, 1996).2.4 The learning co-occurrence WorkerVI students often get accompanied to lessons by classroom assistants or specialist teachers (LSW). Their role is not to take on the job of the teacher but to enable the learning of the student. It is fundamentally important that students continue to be independent and in control of their learning, the LSW can provide aid in practising dialogues, spontaneous and reading from cue cards. Studies show that the character reference and quantity of the work provided by LSWs who speak French fluently is greater than those who dont (Lewin-Jones and Hodgson, 2005).3. Inclusive statement in Year 7 with a ocular Impaired student3.1 Student XMy year 7 French class contains a VI student. On learning this I rectify about making steps to better inform my preparation. I accessed the school SEN policy taking particular attention to the section on visual impairments. Appendix 1.10 shows the SEN guide pertaining to VI. I organised a impact with the school SENCO and with the students LSW. Appendix 1.11 outlines the material provided by the school SENCO to all teachers of student X. It includes enlarge pertaining to what s/he can see, what s/he needs in the classroom brailler, laptop, hardcopies in font N48 of anything taught on a PowerPoint or at a distance. Appendix 1.12 shows information I in condition(p) from the SENCO and the LSW in our meetings and Appendix 1.13 shows student Xs school IEP. From this information I was able to start imagening knowing students Xs needs and limitations implementing inclusive strategies.3.2 Implementation of inclusive strategies Differentiation by supportLSWStudent X is entitled to extra disability link up funding. This allowed them to have a full time LSW with fluent French chase her to her French classes. From my meeting with the LSW we were able to work with the scheme of work staff 2 and produce a comprehensive vocab list that the LS W was able to adapt in preparation for the depot. Appendix 1.14 has the schools Yr 7 SOW. In order for all materials to be correctly adapted lesson plans had to be shootted minimally 1 week in advance. until now, having a fluent French speaker as an LSW allowed for ad-hoc French learning for student X. The LSW was able to explain to student X additional tasks. Appendix 1.15 is a lesson evaluation showing how the LSW explained an ad-hoc task I had the students do on something which they were having problems. (avoir v etre).My TeachingI had to adapt my teaching style. As I had no training and the school provided me with some information I had to use what I had learned from the meetings and from learn as you go and learn from your mistakes approaches. Spelling out words I was writing and as well as reading aloud everything that was being written on or communicate onto the white board were things I quickly picked up after earreach the LSW spelling out what I was writing in my firs t lesson. Appendix 1.16 is a lesson evaluation form from my first lesson teaching this Yr7 class. As student X is an invaluable source of how s/he learns I had 2 meetings with student X and the LSW. Appendix 1.17 included minutes of the first meeting. Regarding AFL I implemented thumb up or thumb down policy. Appendix 1.18 shows lesson plan showing this Differentiation by resourceICTAll post point and ICT work was sent to students X LSW before each class. It allowed student X to use her JAWS software ( attachment 1.19) to access the information. An example of such use is appendix 1.20 where student X was able to access one of the lesson tasks and submit her answer by print while the other students handwrote theirs. As the term progressed I was adapting to use aural repetition to strengthen knowledge of vocabulary and phrases. Appendix 1.20 shows an ERF form during my placement highlighting increased use of repetition.brailleAssistive technology benefit the VI but according to Argyr opoulos, Martos, and Leotskakou (2005, p 185) the cultivation of literacy skills may be delayed significantly., and illiteracy may be increased. Because of this it is important for student X to use braille to have exposure to the written form of French while would ensure written accuracy. Appendix 1.22 has various examples of work adapted into Braille while some of them have been corrected by the LSW, as I cannot do this. In assessment student X is therefore no longer at an advantage at spelling as they have been viewing and using the correct version through braille.Tactile PicturesOne of Students X prefer methods to learn new vocab is using tactile images. This allows student X to mentally perceive the image using touch. S/he is in scent picturing the same image as the students who are seeing the image. Appendix 1.23 is a photocopy of the tactile images of animals I used while teaching animal vocabulary.HandoutsAs previously discussed all handouts are in a font N48. Appendix 1.24 illustrates examples of adapted hand outs for students Xs exercise book and also for listening tasks completed in class. Differentiation by taskAn area where some of the more reasonable adjustments were made within the classroom. Student X has no problems engaging in listening and speaking tasks once the hand outs/ book of instructions are in braille / correct font size. However when the student is using ICT /power point to do tasks it had to be choose for student X. Appendix 1.25. shows an example where student used information on the overhead to match questions with possible answers , while student X had the questions and answers were respectively printed for them and then could join them up. Appendix 1.26 shows examples of the Differentiated by section of lesson plan where the tasks are identify by the students needs. The subject content is still the same just different how they work with it.Concerning assessment feedback it was essential to go through it verbally with the st udent. While giving positive award postcards I was able to liaise with the LSW to get the material out into braille. An example of this is shown in appendix 1.27 Student X is then able to access the feedback and comments whenever is convenient.4. Implications of teaching a student with VISome of the key highlights and finding I learned with my practical experience teaching VI students are outlined below.A comprehensive and effective school policyThe more adaptable teachers can make their classes the more schools can become inclusive. Adapting lessons to with certain SEN can have a benefit for other SEN and all students in general.It becomes clear that proviso is the key element and the earlier you have it done the easier adapting the material by experts can be. Similarly it means the easier you can change your lessons as requiredTeachers have to allow extra time for preparation of classes, assessments tests and exams (Ornsin- Jones, Courtney, and Dickinson, 2005).Teachers have to a llow additional time for VI students to complete their workAppropriate training should be provided where there are resources and sessions within the MFL department. It is not enough for meeting but teachers need to observe strategies for inclusion of VI in practise.In terms of MFL teaching there are little resources or manduction of experiences (Stephens and Marsh, 2005). By extension schools should be able to keep on charge work done in braille and differentiated resources for future use.Teachers must be confident engaging students with disabilities, especially those with additional support. Prior discussion with the support workers can help strengthen your ability to do so during the lessons and allow you to improve you teaching practices both within and outside the classroom.5. completionThe success of children and young people with visual impairment in mainstream schools is heavily dependent upon the quality of support that is available to them(Mason and McCall, 1997 p 412 ) As figures show more and more VI students are being educated in mainstream schools it is therefore important to have systems in place to help train and educate teachers who are teaching VI students. Evidence shows that special schools have played roles in musical accompaniment and training when necessary (McCall et al, 2009). As children with more complex needs enter local schools, the demands on the professional skills of those supporting them can only increase. According to Sutcliffe (1997) Effective inclusion of students with VI relies not only on the provision and appropriate access using differentiated resources, support or tasks but also on the administrative and day-by-day management of the learning environment. Schools need effective policies, a drive for inclusion behaviour, and training for all staff. Also required is a creative, hardworking staff that put the needs of all their students at the top of their agenda.For individual teachers, Orsini-Jones, Courtney, and Dick inson (2005) appreciate that there may be tension at times collectable to reasonable adjustments but that if teachers can identify the barriers and remove them for SEN students then you are creating an inclusive environment and positive atmosphere.ReferencesAinscow, M. (1994). Special Needs in the schoolroom A Teacher Education Guide. Kingsley/UNESCO.Ainscow, M. (1995). Education for All Making It Happen. pop address presented at the International Special Education Congress, Birmingham, UK, 10-13 April 1995.Ainscow, M. (Ed.) (1991). Effective Schools for All. capital of the United Kingdom Fulton.Argyropoulos, V., A. Martos and B. Leotskakou. 2005. Blind students and spelling An investigation into Braille literacy skills. Proceedings of the ICEVI conference 2005 Education- Aiming for Excellence, 180-5. http//www.icevi-europe.org/chemnitz2005/iveci-chemnitz2005.pdf.Bender, R. (1970). The oppression of Deafness. Cleveland Western Reserve University.Bray, M., Clarke, P .B. and Step hens, D. (1986). Education and Society in Africa. capital of the United Kingdom Edward Arnold.Carmen, R. (1996). Autonomous Development Humanizing the Landscape An Excursion into Radical Thinking and Practice. capital of the United Kingdom Zed Books.Cole-Hamilton, I Vale, D. (2000) Shaping the Future The Experiences of Blind and Partially perceive Children and Young People in the UK London RNIBDepartment for Education (1994) Code of Practice on the Identification and Assessment of Speical Education Needs. London HSMODepartment for Education and Science (DfES) (2001a) The Special Educational Needs and Disability Act London HMSODfES (2001b) The Special Educational Needs Code of Practice Nottingham DfESDickinson, A. 2005. Dont scare (smile) How visually impaired students access online learning and giving realistic guidelines to pedantic staff at Coventry University. International Congress Series 1282 386-40Dovey, K. A. (1994). Non-formal educational strategies as a means of effec ting positive change in instructions of formal education in South Africa. daybook of Practice in Education and Development, Vol. 1, No.1, pp. 15-20.Flavell, L. (2001) Preparing to Include Special Children in Mainstream School A virtual(a) Guide London David FultonHmilton, Elizbeth, Kathleen Prime, Christine Gibson, Eric Caron, Jeffrey Rathlef, and HeidiFischer. 2006. Students who are blind or visually impaired accessing foreign languages. Mobility International USA. http//www.miusa.org/ncde/tipsheets/foreignlang/.Kilnkosv W., Sekowski, and M. Brambring. 2006. Academic achievement and personality in University students who are visually impaired. Journal of the visual impairment and blindness 100, no. 11 666-7Lewin-Jones, J. and Hodgson, J. (2004) Differentiation strategies relating to the inclusion of a student with skanky visual impairment in higher education (modern foreign languages) British Journal of Visual Impairment 22/132-36Lewin-Jones, J., and J. Hodgson. 2004. Differenti ation strategies relating to the inclusion of student with a severe visual impairment in higher education (modern foreign languages). British Journal of visual impairment 22, no. 1 32-6Lomas, Janet. 1997. Support for pupils within Mainstream Provision. In Visual Impairment Access to education for children and young people, ed. Christine Arter, Heather Mason, Steve Mc Call, microphone McLinden, and Juliet Stone,. London David FultonMale, D. (1997) Including pupils with profound and multiple and severe learning difficulties in Smith, B. (ed) The SLD Experience Kidderminster British Institute of Learning Disabilities (BILD).Mc Call, Steve. 1999. Acccessing the curriculum. In Children with visual impairment in mainstream settings, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone, 29-40. London David FultonMilligan, J. (2002) DDA Part IV Implications for visually impaired students, Visability, Winter 2002Nicolic, T. (1986) Teaching a foreign language to visually impaired children in school, Language Teaching.Nikolic, T. 1986. Teaching a foreign language to visually impaired children in school. Language Teaching 19, no. 3 218-31Orinsi-Jones, M., C. Courtney, and A. Dickinson. 2005. Supporting foreign language learning for a blind student A case information from Coventry University. Support for learning 20, no. 3 146-52Richardson, J., and A.W.N Roy. 2002. The representation and learning of students with a visual impairment in higher education. British Journal of visual Impairment 20, no. 1 37-48Richardson,J. Roy, A. (2002) The representation and attainment of students with a visual impairment in higher education, British Journal of Visual Impairment 20/1Stevens, A., and D. Marsh. 2005. Foreign language teaching within special needs education Learning from Europe-wide experience. Support for learning 20, no. 3 109-14UNESCO (1993). Special Needs in the Classroom Teacher resource Pack. Paris UNESCO.www.rnib.co.uk