‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory

McLinden, Mike; Douglas, Graeme; Cobb, R. Brian; Hewett, Rachel; Ravenscroft, John

doi:10.1177/0264619616643180

Cited by 40 publications

(44 citation statements)

References 21 publications

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“…A distinction is made between ‘learning to access’—providing the child with the skills to learn independently—and ‘access to learning’—providing the child with access to appropriate information in order to learn about a particular curriculum area 33. If too much emphasis is placed on the latter, this can lead to overdependency on adults (such as teaching assistants (TAs) and young people fail to develop the skills needed to make a successful transition to independent adulthood).…”

Section: How Children and Young People Are Supportedmentioning

confidence: 99%

“…Competence in the use of assistive technology such as screen readers and magnification software promotes independent learning and better outcomes in education and employment 32 33 36. The accessibility of tablets and smart phones means that mainstream technology is increasingly important in the education and social inclusion of children and young people with VI.…”

Section: How Children and Young People Are Supportedmentioning

confidence: 99%

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Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

2016

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Vision impairment (VI) has a significant impact on an individual's ability to engage with everyday tasks. Severe early-onset VI presents different challenges to adult onset visual loss since reduced visual input presents a major obstacle to the acquisition and development of fundamental developmental skills in early and later childhood. Early referral of the child with reduced vision is vital to ensure accurate diagnosis and prompt treatment of any modifiable aspects of the condition. Guidance to ensure optimisation of developmental opportunity through adaptation of play and care is vital from the earliest stages. Cognitive and social challenges occur throughout education and need to be understood and addressed through skilled support. Multiagency input, particularly from health and education, is vital to minimise the risk of adverse outcomes and promote successful transition to independent adulthood. VI may also arise in a variety of neurological disorders, and diagnosis and assessment to ensure appropriate adaptations are made is also crucial for this group of children. This review provides the paediatrician with information on diagnosis, assessment, long-term support needs and outcomes.

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Section: How Children and Young People Are Supportedmentioning

confidence: 99%

Section: How Children and Young People Are Supportedmentioning

confidence: 99%

Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

2016

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“…The illustrative case studies were purposefully chosen to contextualise and offer a fuller picture regarding the characteristics of children in response to the novel intervention. The variation in the cases presented demonstrated the heterogeneity of variance of children with vision impairment and children with Down syndrome when participating in the same task (McLinden et al, 2016).…”

Section: Study Two: Interim Discussionmentioning

confidence: 96%

“…The acquisition of pre-requisite skills varies from child to child (including typically developing children), as noted by van Herwegen et al (2011) and is particularly pronounced in clinical populations such as those with Down syndrome and/or vision impairment. Although these groups are at low incidence in relation to prevalence rate, there is a high heterogeneity of variance that is present even when individuals share the same diagnosis (McLinden et al, 2016). Taking individual variation into account for developing independence skills, parents/caregivers are encouraged to dress/undress their child until they are confident that the child has the competency to successfully and independently dress/undress (Fairnham et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Let's Get It On: Dressing Skill Development in Children With Vision Impairment and Children With Down Syndrome

2019

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Dressing is a fundamental independent living skill often haphazardly acquired via visual observation. For children with vision impairment and children with Down Syndrome (where vision impairment is a component), dressing skill acquisition can be delayed due to a reduced/absent visual modality. Independent living skills is an aspect of habilitation practice and training, designed to maximise independence in children and young people with vision impairment and prepare them for adulthood. This paper, presented in two parts, first details a systematic (UK based) survey exploring fastening use across a clothing sample of birth-adult clothing (N = 12,967). Study 1 presents a frequency distribution exploring types of fastenings used on clothing items from birth-adulthood. The data are fundamental in exploring the likelihood of fastening exposure across developmental phases. Further, Study 1 details the process behind developing a novel dressing skill intervention. Informed by Study 1, Study 2 qualitatively explored the effectiveness of an original resource/group-based intervention over a 10-week period. Eighteen children were recruited for the study, namely children with vision impairment (n = 9) and children with Down Syndrome (n = 9) aged 5-11 years. Collective and illustrative case studies are presented based on emergent themes from intervention observations. The findings reveal areas for consideration by Habilitation Specialists and the multidisciplinary team surrounding children with vision impairment and/or Down Syndrome as this may inform Habilitation Plans, and Educational Health Care Plan reports. The implications of this study extend beyond dressing skill development in children with vision impairment and/or Down Syndrome and inform resource development and subsequent practice when working with children with special educational needs and disabilities.

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“…This happens because blind students cannot use their vision in their daily life [8], [9], thus they are placed in a school of special educational for the blinds which isolates them from public activities. When disabled students study in a regular school, they have to follow a learning process designed for nondisabled students.…”

Section: Introductionmentioning

confidence: 99%

Text-to-Speech-Based Textbook for University Students with Visual Impairments in English Syntax Inclusive Learning: A Need Analysis Study

Sunardi¹,

Nugroho²,

Purwanto³

2017

Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017)

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Abstract-This study aims at finding needs and expectations for designing a user-friendly textbook of English syntax which can be used by university students with visual impairment in inclusive learning. English syntax learning is chosen because of its certain difficulties undergone by visually-impaired students, particularly those dealing with syntactic analysis which is commonly visualized in a tree diagram notation. The subjects of this study were those involved in English syntax learning including visuallyimpaired students, lecturers, and Pertuni (Indonesian Blind Union). Three lecturers, six visually-impaired students, and three Pertuni staffs participated in the focus group. The study was conducted in Semarang City by including all the English departments which have students with visual impairments and offer English syntax course in their curricula as well as implement it in inclusive learning. The data were collected by observation, in-depth interview, and focus group discussion. The findings show that a user-friendly textbook of English syntax for visually-impaired students should accommodate the following main needs and expectations: (1) the textbook is presented in digital format to be easily accessed by a visually-impaired student using a screen reader, such as JAWS (Job Access with Speech), (2) the text book is supplemented with an add-ons programcalled English Syntactic Analyzer -that can guide a visuallyimpaired student in analyzing a syntactic unit, and (3) the textbook enables visually-impaired students to have the same access to learning activities and success as the normal students in the class.

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‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory

Cited by 40 publications

References 21 publications

Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

Let's Get It On: Dressing Skill Development in Children With Vision Impairment and Children With Down Syndrome

Text-to-Speech-Based Textbook for University Students with Visual Impairments in English Syntax Inclusive Learning: A Need Analysis Study

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