Supporting Children with Sensory Impairment

ISBN-13: 9781138919242 / Angielski / Twarda / 2016 / 88 str.

Hull City Council

Opis

This book provides a quick and easy reference guide to different types of sensory impairment, including causes, symptoms and the implications on teaching and learning. With most children and young people with hearing or visual impairments attending mainstream schools, this book explains the most effective and practical strategies for use in mainstream classrooms. Fully up to date with the 2014 SEND Code of Practice, this accessible resource is split into two sections: Supporting Children with a Hearing Impairment and Supporting Children with a Visual Impairment. The wide-ranging chapters include:

• Educational access for pupils with hearing loss
• Teaching phonics
• Teaching deaf pupils with English as a second language
• Identifying children with visual impairment
• Classroom management
• Adapting resources

This practical text provides strategies to use in schools to ensure that children with sensory impairments are fully supported. Featuring useful checklist and photocopiable resouces, it contains a wealth of valuable advice and tried-and-tested strategies for teachers and support staff working in early years settings, schools, academies and colleges.

Spis treści

Section 1: Supporting Children with a Hearing Impairment  1. What is Deafness?  2. Causes of Deafness  3. Levels of Deafness  4. Auditory Neuropathy (Spectrum Disorder)  5. Newborn Hearing Screening  6. Early Support  7. Communication Approaches  8. Assistive Devices (Hearing aids, cochlear implants and radio aids  9. Involvement of Services  10. Emotional implication of Deafness  11. Educational Access for Pupils with Hearing Loss  12. Teaching Phonics  13. Teaching Modern Foreign Languages (MFL)  14. Teaching Music  15. Teaching Deaf Pupils with English as a Second Language  16. Publications and resources  Appendix 1: Pupil Observation Form  Appendix 2: Pupil Access Evaluation Form  Appendix 3: Improving Room Acoustics  Section 2: Supporting Children with a Visual Impairment  17. Introduction  18. What is Visual Impairment (VI)?  19. Types of Impairment  20. Identifying Children with VI  21. Professionals who work with VI Children and their Families  22. Considerations to be made for the Pupil with VI  23.  The Early Years  24. Specific Areas of Learning  25. The School Environment  26. Classrooms  27. The Primary Phase  28. Classroom Management  29. Reading and Writing  30. Modifying Print  31. Adapting Resources  32. Practical Lessons  33. Assessment  34. Specialist Equipment  35. Social Skills  36. Transitions  37. The Secondary Phase  38. Teaching assistance  39. Modification and Curriculum Access  40. Examinations  41. Habilitation  Glossary  Contacts and Resources

O autorze

Gill Blairmires – Qualified Teacher of the Deaf, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Cath Coupland – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Tracey Galbraith – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Jon Parker – Qualified Teacher of the Deaf (previously Head of Service), Integrated Sensory and Physical Service (IPaSS), Hull, UK
Annette Parr – Qualified Teacher of the Deaf, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Fiona Simpson – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Services (IPaSS), Hull, UK
Paul Thornton – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK