Accessing Maths for Pupils with Visual Impairment in Mainstream Schools

Susan EpsteinAdvisory Teacher for Pupils with

Visual Impairment in Harrow

Institute of Education, 8th June 2010

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Outline Early years Accessing maths for mainstream

print users Accessing maths for mainstream

braille users

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Problem solving, reasoning and numeracy in the Early years

Foundation Stage

Number playYoung children need plenty of first hand

experiences using a variety of concrete objects

The language of mathematicsYoung children need to learn the appropriate

language for number, time, measure, shape, mass, position and problem solving.

They need to do this by having a variety of experiences during conversations, stories, rhymes and games.

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Problem solving, reasoning and numeracy in the Early years

Foundation Stage

Role of QTVI Ensure understanding of need for

additional opportunities and time Help carers with planning Provide ideas Provide resources

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Problem solving, reasoning and numeracy in the Early years

Foundation Stage

Examples of early mathematical play Toy dropping (casting) Rattles and banging (cause and effect) Sand and water play (quantity and

volume) Puzzles (matching and sequencing) Painting (matching, counting) Nursery rhymes (counting) Construction toys (sequencing,

counting, shape and space)

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Problem solving, reasoning and numeracy in the Early years

Foundation Stage

Resources for EYFS maths activities

Developmental Journal for Babies and Children with Visual Impairment

http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/ahdc/earlysupport/resources/developmentaljournals/visualimpairment/visualimpairment/

National Strategieshttp://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33692/0/46384

http://publications.teachernet.gov.uk/eOrderingDownload/DfES

%200187%202002.pdf

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Accessing maths for print users

Establish Eye condition Preferred font size and colour Distance vision Near vision Speed of working

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Accessing maths for print users

Support For preparation of materials For direct teaching of skills

(measuring, graphs)

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Accessing maths for print users

Physical arrangements Preferred seating position Alternative seating when needed Sloping board Low vision aids Lighting

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Accessing maths for print users

Accessing print at a distance Whiteboards – own copy, access to

monitor, pen colour, print size TV – pre or post viewing OHP – own copy

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Accessing maths for print users

Accessing print near to Textbooks – own copy, font size,

layout Exercise books – lines, colour Graph paper – square size Computer screens – set-up,

additional software

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Accessing maths for print users

Exam arrangements Type of exam paper (LP or MLP) Extra time Rest breaks Separate invigilation Reader Scribe Handwriting (word processor) Equipment (e.g. CCTV, LVA)

JCQ Booklethttp://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf

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Accessing maths for braille users

Three important guidelines Provide hands-on experiences Allow mistakes Check understanding of concepts

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Accessing maths for braille users

Support For preparation of materials For direct teaching in class For direct teaching out of class

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Accessing maths for braille users

Physical arrangements Plenty of space Equipment

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Accessing maths for braille users

Accessing print at a distance Whiteboards – own copy, reader TV – pre or post viewing, reader OHP – own copy, reader

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Accessing maths for braille users

Accessing print near to Braille textbooks and worksheets Raised diagrams Raised graphs Measuring using specialist

equipment Computer – speech software

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Accessing maths for braille users

Exam arrangements Braille exam paper 100% Extra time Rest breaks Separate invigilation Reader Scribe Brailler/laptop

JCQ booklethttp://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf

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Difficulties that may be experienced by braille using

pupils

Number Understanding a number as a whole Understanding the concept of zero Understanding patterns of numbers Estimating Vertical “sums”

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Difficulties that may be experienced by braille using

pupils

Solving problems Understanding classifications Understanding same and different Understanding word problems that

rely on visualisations skills

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Difficulties that may be experienced by braille using

pupils

Measure, shape and space Understanding perimeter Understanding 2D representations

of 3D shapes Understanding symmetry Understanding plane shapes Reading scales

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Difficulties that may be experienced by braille using

pupils

Handling data Reading graphs and charts Drawing graphs and charts Learning additional organisational

skills

“Guidance to support pupils with visual impairments” The National Numeracy Strategy

Ref: DfES 0510/2001scotens.org/sen/resources/visual_leaflet_maths.pdf