Teaching Responsibility
LJMU Schools involved in Delivery:
LJMU Partner Taught
Learning Methods
Off Site
Placement/Practice
Practical
Seminar
Tutorial
Module Offerings
7604QTVI-APR-PAR
Aims
This module will enable participants to develop and evaluate forms of intervention most likely to support the social and emotional wellbeing of the children and young people you work with in your professional setting. It will also consider the role of the different professionals when working within a multidisciplinary team.
Module Content
Outline Syllabus:Guiding learners with VI, where appropriate, with emotional relationships with adults and children/young people, and with peers and understand how positive relationships can promote good behaviour and self-esteem;
Identifying the need for specific interventions from other professionals, such as counselling or emotional support for more complex emotional situations;
Issues of stereotyping and equal opportunities as they apply to learners with VI; The impact of long-standing or progressive sight loss on the emotions, learning, behaviour, mental health, outcomes and quality of life of learners with VI and their families;
Helping learners with VI to develop effective social and emotional skills;
Supporting learners with VI to understand their sight loss, encourage them to manage equipment independently where appropriate and develop a positive self- image as a young person;
Opportunities for learners with VI to make friends and enjoy leisure pursuits; Promoting knowledge and skills related to personal, social and health education, and sex and relationship education;
The importance of recognising opportunities for young people with VI to socialise, as appropriate, with other young people with VI;
Principles and practices associated with successful transition;
Transition planning and opportunities for school leavers with VI ensuring that learners with VI have high expectations for what they can achieve and understand any implications that sight loss may have on their future career choices;
Rights and expectations of learners with VI and of their parents/carers and the importance of providing opportunities for them to make informed choices and to express their views about issues that affect them as individuals and collectively;
Initiatives linked to access and disability discrimination, and contribute to access planning for learners with VI;
Linguistic and cultural implications of working with learners and families for whom English is an additional language;
Potential impact of families having one or more children with VI and know how to support them if required;
Use of voluntary and advocacy agencies in helping learners with VI and their parents/carers to make a full contribution to decisions about education and care;
Roles and responsibilities of the range of specialist services and agencies that work with learners with VI and their families and the contribution they make to the education, health and care of children and young people with VI;
Requirement Designation: Practical Skills (7001) - students must pass a Braille examination, typically taken in the Autumn term of Year 2;
Module Overview:
This module will enable participants to develop and evaluate forms of intervention most likely to support the social and emotional wellbeing of the children and young people you work with in your professional setting. It will also consider the role of the different professionals when working within a multidisciplinary team.
This module will enable participants to develop and evaluate forms of intervention most likely to support the social and emotional wellbeing of the children and young people you work with in your professional setting. It will also consider the role of the different professionals when working within a multidisciplinary team.
Additional Information:This module is part of the PG Diploma in Teaching Learners with a Visual Impairment delivered in collaboration with St Vincent's School. Children and young people with VI often require additional opportunities to develop independence skills, including mobility, orientation and daily living skills. Professionals who support children and young people with VI will need to understand therefore how such input can be provided in order to reduce potential barriers to learning and participation. There is a requirement designation for this module, that students pass a Braille examination.
Assessments
Reflection