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
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
The essential elements in the learning environment for pupils who have visual impairment and complex needs (VICN)
Essential elements of the learning environment – some variables
Time
Objects & events
People
The physicalsetting
The learning environment
The physical setting
• Familiarity
• Sensory characteristics
• Organisation & layout
• Position
People
• Familiarity
• Quality of relationship
• Number
• Age and gender
Objects and events
• Familiarity
• Characteristics
• Purpose
• Organisation and relationship
Time
• Duration
• Frequency
• Time of day
• Longitudinal duration
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
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
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
The impact of the physical setting on the learning environment
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?)
For children with VI & CN the physical setting can affect……
Health
Self-esteem
Inclusion
Independence
Safety
Learning
Physical setting of the school
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
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?
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)
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
Finally …if the environment (or the speaker) has made you do this – Sorry!