Critical reflection on and evaluation of steps taken to meet the learning needs of an identified individual or group (4500 words equivalent)

Report

Factors that contribute to good environmental design, including good lighting, acoustics and tactile cues;
A range of resources and techniques that can be used to provide a positive learning environment for learners with VI;
Potential impact of sight loss on the learning and achievement of learners with VI, and how teaching, learning and assessment can be adapted to enable them to make good progress;
Appropriate approaches, strategies and interventions to enable learners with VI to acquire key literacy, mathematical and ICT skills, and how to implement these; Principles of haptic perception and how to make best use of touch in teaching learners with VI;
Supporting learners with VI to be independent learners, balancing providing targeted support for individual learners with VI with the need to develop independent learning;
Appropriate interventions to support learners with VI to communicate with others, what intervention is appropriate and which professional might be the most appropriate person to provide the intervention;
Principles of person-centred planning to enable learners with VI and their families to identify short and longer-term goals and to obtain the support needed to achieve them;
Person-centred planning and review processes including contributing to plans that take account of other planning formats, e.g. Education, Health and Care Plans; Environmental audits to assess and review settings/classrooms for accessibility and safety

Developing Effective Teaching Practices - 7605QTVI

Developing Effective Teaching Practices

Critically assess, apply and reflect upon process of adapting and modifying approaches to learning and apply these appropriately in teaching practice.

Critically evaluate and modify and adapt and adapt visual, auditory and tactile learning materials and evaluate their impact on learning.

Examine and critically evaluate general classroom practice in facilitating full access to the curriculum for VI learners including the role of access technology.

Critically analyse theory, research and professional practice relating to the education of Visually Impaired children and young people.