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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 London Tuesday January 19 th 2010 Judy Bell Independent Consultant.

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The Learning Environment for Pupils who have Visual Impairment and Complex Needs

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  1. The Learning Environment for Pupils who have Visual Impairment and Complex Needs Institute of Education: University of London Tuesday January 19th 2010 Judy Bell Independent Consultant

  2. The essential elements in the learning environment for pupils who have visual impairment and complex needs (VICN)

  3. Essential elements of the learning environment – some variables

  4. The physical setting • Familiarity • Sensory characteristics • Organisation & layout • Position

  5. People • Familiarity • Quality of relationship • Number • Age and gender

  6. Objects and events • Familiarity • Characteristics • Purpose • Organisation and relationship

  7. Time • Duration • Frequency • Time of day • Longitudinal duration

  8. 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

  9. 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

  10. 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

  11. The impact of the physical setting on the learning environment

  12. Too hot or too cold? Stuffy? Smelly? Difficult lighting? Uncomfortable chair? Poor acoustics? Can’t concentrate (or is it just the boring speaker?) What effect is the Institute environment having on you?

  13. For children with VI & CN the physical setting can affect……

  14. Links with ECM outcomes

  15. 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?

  16. 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)

  17. If you need to convince a headteacher, remember ECM!

  18. Finally …if the environment (or the speaker) has made you do this – Sorry!

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