Jane Lynch works with learners who have physical disabilities, including some who have sight problems. She has recently completed the Partners in Learning course offered by RNIB, and here she describes how she was able to use the ideas from the course to make a real difference to her pupils' learning experience. (This article appeared in Insight magazine, issue 13).
Jane writes:
I work as a Teaching Assistant in an inner city special school for students aged 5 to 19. Ash Field is a day and residential school which provides education, therapies and care for a wide age and ability range of young people whose main difficulty is physical. We have a number of students who have sight problems and have additional needs. So when I saw the Partners in Learning course advertised I thought it would be a very beneficial course for me to do.
The course comprised of six tutorials over a year, with assignments based in practice. It was hard work and required a lot of independent studying, but the knowledge I gained and consequently put into practice for the learners I was working with made it all very worthwhile.
Putting ideas into practice
With help and advice from the Teacher for the Visually Impaired who regularly visits the school, I made significant changes to the way a particular learner accessed the curriculum. Access was very challenging for him, due to his combined difficulties in vision and processing information and also limited body movements. I introduced support strategies to reduce the barriers to participation and learning, which helped to promote his independence and learning opportunities.
Some of these changes included:
• his seating position in the classroom was changed, so that he was at the front of the group and away from the window glare.
• worksheets were enlarged and ready for use at the start of the lesson and other reading materials had good contrast and clarity.
• his computer screen was changed from a white background with black writing to a black background with white writing (using Accessibility Wizard).
• he was provided with verbal descriptions.
Creating new resources
I made various resources that provided suitable tactile access to different areas of the curriculum.
I substantially enlarged the clock face and used black sandpaper for the numbers. The hands of the clock were also made and covered with black sandpaper. This provided the learner with an appropriate clock face that he could use effectively and independently to help him to tell the time.
He throughly enjoyed using this, not only during maths lessons, but whenever he wanted to know what the time was. As he couldn't see the clock on the wall, this resource was set at the correct time and he used it effectively to tell the time.
Being able to work independently gave a tremendous boost to this learner's self esteem. His confidence increased and he made valid contributions both in the classroom and in social situations. His assessment showed that he had made significant improvements. He used his vision more effectively.
The knowledge and understanding I have gained from completing this course has benefited me and also the learners I work with. I have developed the confidence to advise my colleagues of adaptations to equipment or resources and I am able to offer a more inclusive environment with better access for the visually impaired students to learn in.
Jane Lynch
Teaching Assistant, Ash Field School, Leicester.
Partners in Learning is open to all teaching assistants and support staff currently working with children or young people with sight problems. To find out more, see Partners in Learning or contact children@rnib.org.uk.
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