The Learning Environment for Pupils who have Visual Impairment and Complex Needs
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Transcript of The Learning Environment for Pupils who have Visual Impairment and Complex Needs
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The Learning Environment for Pupils who have Visual Impairment and Complex Needs
Institute of Education: University of LondonTuesday January 19th 2010
Judy Bell
Independent Consultant
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The essential elements in the learning environment for pupils who have visual impairment and complex needs (VICN)
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Essential elements of the learning environment – some variables
Time
Objects & events
People
The physicalsetting
The learning environment
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The physical setting
• Familiarity
• Sensory characteristics
• Organisation & layout
• Position
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People
• Familiarity
• Quality of relationship
• Number
• Age and gender
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Objects and events
• Familiarity
• Characteristics
• Purpose
• Organisation and relationship
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Time
• Duration
• Frequency
• Time of day
• Longitudinal duration
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Progression & the learning environment
Variations to these elements i.e.
• The physical environment
• People
• Objects & events (resources)
• Time
can be used to indicate progress in learners operating at early P levels
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The Five ‘Cs’ of the learning environment
• The Communicating learning environment
• The Consistent learning environment
• The Clear learning environment
• The Comfortable learning environment
• The Challenging learning environment
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Manipulating the variables to create the optimum learning environment
• The communicating learning environment
• The consistent learning environment
• The clear learning environment
• The comfortable learning environment
• The challenging learning environment
Time
Objects & events
People
The physicalsetting
The learning environment
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The impact of the physical setting on the learning environment
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What effect is the Institute environment having on you?• Too hot or too cold?• Stuffy?• Smelly?• Difficult lighting?• Uncomfortable
chair?• Poor acoustics?
• Can’t concentrate
(or is it just the boring speaker?)
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For children with VI & CN the physical setting can affect……
Health
Self-esteem
Inclusion
Independence
Safety
Learning
Physical setting of the school
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Links with ECM outcomes
Health
Self-esteem
Inclusion
Independence
Safety
Learning
Physical setting Of the school
Enjoying good physical
health
Enjoyinggood mental
health
Positivecontribution
Economicwell-being
Staying safe
Enjoying & achieving
School environment
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Exploring the physical setting of the school
Take a trip through the environment of a typical school day…..Is it:
• Communicating?
• Consistent?
• Clear?
• Comfortable?
• Challenging?
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Exploring the physical setting of the school re ECM outcomes
Does it promote…
• Learning? (Enjoying & achieving)
• Safety? (Staying safe)
• Independence? (Economic well being)
• Inclusion? (Positive contribution)
• Self-esteem? (Good mental health)
• Health? (Good physical health)
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If you need to convince a headteacher, remember ECM!
Enjoying good physical
health
Enjoyinggood mental
health
Positivecontribution
Economicwell-being
Staying safe
Enjoying & achieving
School environment
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Finally …if the environment (or the speaker) has made you do this – Sorry!