| Description |
1 online resource (80 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Foreword; Impact on teachers; Anxieties about the Code; School perspectives; Four themes; SEN Register and Staged Assessment Procedures; Five Key Stages; Stage 1; Stage 2; Stage 3; Stage 4; Stage 5; Information for colleagues, governors and parents; Basic information about your school's special educational provision; Information about the school's policies for the identification, assessment and provision for all pupils with SEN; Information about the school's staffing policies and partnership with bodies beyond the school |
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Low vision aids or devicesRecommended reading; Useful web sites; Chapter 3. Environmental issues; Introduction; In the classroom; Seating position; The child's working position; Storage of materials; Display of work; The wider school environment; Decor; Furniture; Floor coverings; The cloakroom area; Staircases; The outside environment; Pathways; Steps; The playground; Conclusion; Recommended reading; Chapter 4. Accessing the curriculum; Print; Handwriting; Spelling; Listening; Touch; Braille writing; Recommended reading; Chapter 5. Learning to be independent; Mobility and orientation |
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TerminologyMobility teaching; Daily living skills; The importance of early education; Conclusion; Recommended reading; Chapter 6. The child with a visual impairment in combination with additional difficulties; Introduction; Setting the scene; Shan; Saquib; Julie; Jamie; Educational implications; What is the cause and age of onset of the visual impairment?; What might be the impact of a visual impairment in combination with additional difficulties on the child's early development?; Planning and delivery of the curriculum |
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How might the results of a visual assessment assist the teacher in planning the curriculum for a child?What might be the implications of the visual impairment in combination with additional difficulties for planning and delivering the NationalCurriculum?; Design and management of the learning environment; What factors need to be considered in the design and management of the learning environment?; Concluding thoughts; Recommended reading; Chapter 7. Final thoughts; The future; Further information; Diagram of the eye; Glossary; References |
| Summary |
First published in 1999 |
| Bibliography |
ReferencesContributors; Christine Arter; Heather Mason; Steve McCall; Mike McLinden; Juliet Stone; Chapter 1. Introduction; Incidence of visual impairment; Definition of terms; Support for pupils with a visual impairment and their teachers; Direct support for teachers; Direct support for pupils; Learning support assistants (LSAs) ; Chapter 2. Understanding the causes of visual impairment and the assessment of vision; Introduction; Causes of visual impairment; Classification of visual impairment; Types of visual impairment; Assessing vision; Distance vision; Near vision; Functional vision |
| Notes |
Print version record |
| Subject |
Children with visual disabilities -- Orientation and mobility -- Great Britain
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Vision disorders in children -- Great Britain
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Children with visual disabilities -- Orientation and mobility
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Vision disorders in children
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Great Britain
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| Form |
Electronic book
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| ISBN |
9781134105861 |
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113410586X |
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