Virtual School Sensory Support
Numbers of children and young people with sensory loss in Norfolk
Education Health & Care Plans 32% of deaf (227) 48% of vision impaired (240) 81% of multi-sensory impaired children and young people (21)
True or False? Most deaf children and young people can read lips.and as long as I speak distinctly and look at them, they will always understand every word I have to say
True or False? Most deaf children communicate through sign.
True or False? Blind or vision impaired children & young people have heightened senses and skills to counteract their visual loss
True or False? Multi-sensory impairment is a range of complex needs including sensory integration difficulties.
Using Technology
I use my CCTV, laptop, brailler. They help me see better or learn braille with my very own fingers. I use the ipad to take photos, for looking at the whiteboard and for researching on the internet. I use my ipad most days. I wouldn t be able to see the whiteboard if I didn t have my ipad. I use my own laptop when doing long writing tasks, PowerPoints are emailed to me in advance as are Worksheets
The radio aid has made a big difference I can hear the teachers, they are happy to use it, I am happy to give the Pen to the teachers, and it works with my smartphone. I like the roger touch because it is easier for the teachers to put on because they don t have a clip on mic. The teachers use the mute button in class when talking to other students.
Keeping Safe
Some of the playground lines are wearing off especially around the kerb by the mud kitchen I feel unsafe when we are all running around at play time and lunchtimes The environment adaptions make it easier Sometimes the noise makes me feel unsafe and busy places makes me feel unsafe
Differentiating & adapting the curriculum
Some teachers do provide some adapted materials In 9 out of 10 lessons the work is enlarged Teachers checking about seating position in class, yellow paper, enlarged print. I take a short rest break if my eyes get tired while I am working There has been a real change this year but it hasn t always been like this. Work is now prepared and enlarged before the lesson, PowerPoints are printed out for me and teachers know that I have my ipad to make notes and take photos
When people talk at the same time as the teacher I can t understand the teacher I like it because my teacher always remembers to put the radio aid on and my friends don t always ask questions about it because my old teacher just told the whole class about it..i may not be able to do it unless there are subtitles I find it hard when there are a lot of questions on the page Some teachers are clear and some teachers aren t because they turn their faces and look at the board when they are writing
Understanding needs
I need more confidence to ask the teachers for help Occasionally individual teachers don t understand for example recently a teacher would not let me leave the lesson to change my SP batteries I have set buddies for break and lunch times They help me by asking if I need help. They leave me if I don t need help and help me if I do. They sit next to me and go through instructions if I am not sure Work takes me longer to complete than everyone and this annoys me
Supporting Visual Impairment 0.2% of population aged 0-25 (2 in a thousand CYP) Approx. 50% have an additional learning need 10.5% of disabled children have a VI
UK Additional Curriculum for VI CYP Learning to access Use of equipment Independence Participation Meeting others Personal care Getting around Use of equipment
Long Term Implications What works: Access to a broad curriculum Embed alternative curriculum Development of independence skills Self advocacy skills Specialist equipment for VI CYP
Long Term Implications What doesn t really work: Lack of consistency across EHCP s High Need, Low Incidence resulting in limited exposure for staff Huge individual differences in need for VI CYP
MSI/VI Team provision includes Assessment Training for staff Habilitation/ILS Teaching/Advice Equipment/training Support for families Family/CYP activities Support at clinics
Shameless plug for Norfolk Hares Goalball Team Benefits seen: Social and emotional support Meeting VI peers and role models Every other Thursday City College Family support
How to create Deaf friendly schools Staff training Understanding amplification systems Understanding language development Understanding social implications
Understanding Deafness
Amplification Systems Each is programmed to be child specific Hearing Aids and Cochlear Implants will detect and amplify all sounds so minimising background noise is critical We will provide Radio Aids and Soundfield systems where appropriate Equipment needs to be checked for young children on a daily (or more) basis.
Understanding language development: Hearing is not the same as understanding
Are we asking the right questions? Tetterday der asty kunes yigged yetly in der rit Who yigged? When did they yig? How did they yig? What were they like? Where did they yig? Why did they yig? Can you yig? Who else can yig? When were you last in der rit?
Understanding Social Implications Deaf children have to work much harder than their normally hearing peers to understand what is being said. They may miss out or mishear much of the incidental conversation which takes place around them. Most people with hearing impairment suffer some social, psychological and physical problems.
What can we do to help?
Change in provision Change in provision for deaf students at secondary school Enhanced provision locally Applications through Deaf Resource Base Admissions Meetings termly Discuss with your local teacher of the deaf
Governing Body Would you like to join the Virtual School Governing Body?
Contact Details Virtual School Sensory Support 148 Woodside Road Norwich Norfolk NR7 9QL 01603 704040 sensorysupport@norfolk.gov.uk