Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory...
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![Page 1: Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory Teacher for Pupils with Visual Impairment in Harrow Institute.](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649de55503460f94adcebd/html5/thumbnails/1.jpg)
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
![Page 2: Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory Teacher for Pupils with Visual Impairment in Harrow Institute.](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649de55503460f94adcebd/html5/thumbnails/2.jpg)
SACT (VI) Harrow 2
Outline Early years Accessing maths for mainstream
print users Accessing maths for mainstream
braille users
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SACT (VI) Harrow 3
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.
![Page 4: Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory Teacher for Pupils with Visual Impairment in Harrow Institute.](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649de55503460f94adcebd/html5/thumbnails/4.jpg)
SACT (VI) Harrow 4
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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SACT (VI) Harrow 5
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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SACT (VI) Harrow 6
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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SACT (VI) Harrow 7
Accessing maths for print users
Establish Eye condition Preferred font size and colour Distance vision Near vision Speed of working
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SACT (VI) Harrow 8
Accessing maths for print users
Support For preparation of materials For direct teaching of skills
(measuring, graphs)
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SACT (VI) Harrow 9
Accessing maths for print users
Physical arrangements Preferred seating position Alternative seating when needed Sloping board Low vision aids Lighting
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SACT (VI) Harrow 10
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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SACT (VI) Harrow 11
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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SACT (VI) Harrow 12
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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SACT (VI) Harrow 13
Accessing maths for braille users
Three important guidelines Provide hands-on experiences Allow mistakes Check understanding of concepts
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SACT (VI) Harrow 14
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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SACT (VI) Harrow 15
Accessing maths for braille users
Physical arrangements Plenty of space Equipment
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SACT (VI) Harrow 16
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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SACT (VI) Harrow 17
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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SACT (VI) Harrow 18
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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SACT (VI) Harrow 19
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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SACT (VI) Harrow 20
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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SACT (VI) Harrow 21
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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SACT (VI) Harrow 22
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