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Examples of Inclusive Practice:

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Transcript of Examples of Inclusive Practice:

Examples of Inclusive Practice:
Standard 4: Involving specialists and external agencies
Standard 5: Creating the environment
Divine is a pupil diagnosed as having Albinism, sensitivity to light, rapid uncontrollable movement of the eyes and a squint. This has resulted in a high level of near and visual impairment which is not correctable with glasses. As a result of her impaired vision, Divine has associated mobility, emotional well-being, social interaction, play and learning needs. School have also had to be mindful of the impact of Divine’s VI on her attention and concentration skills and the need for rest periods due to visual fatigue.
In the Spring Term, before Divine came into our Nursery, we met with a member of the Sensory Support Team and Divine’s parents to plan the adaptations that we needed to make in order to ensure that Divine made a successful transition to St Catherine of Siena. Since then we have liaised closely with the team, during their monthly monitoring visits, to ensure that we make the best possible provision for Divine.
Forward Planning

As Divine makes the transition to Year 2 St Catherine’s continues to act upon SSVI recommendations adapting resources and the environment as required.

Due to the increasing demands of the curriculum there will be an ongoing need for a balance of whole class, small group and individual tuition for developing key/specific skills in relation to her visual access.

Forward planning and attention to detail continue to be vital to ensure that Divine continues to make good levels of progress.
Outcomes for Divine

Improved visual impact has a positive effect on Divine’s development. She enjoys full access to the curriculum and participates in all aspects of school life. St Catherine’s continues to act upon SSVI recommendations adapting resources and the environment as required.

As a result Divine has made very good progress. She has a good relationship with other pupils and is a popular and happy member of her class.
Background
Creating the Environment
An annual environmental walk of the school premises is carried out with the Sensory Support (VI) team. This helps us to identify and make necessary adjustments to both the indoor and outdoor environment to ensure that Divine has full access to activities.


Yellow traffic hazard paint has been used to mark the edges of steps and corners.

Handrails have been fitted to steps.

Stars are used to highlight the fence and make it stand out from the trees when the sun is shining.

Bumpers are fitted to potential hazards.

Sunlight is an Issue
Window blinds are used to reduce glare in the classroom
Adults are vigilant and ensure that Divine wears a cap, sunglasses and suntan lotion
Staff training is ongoing. TA support ensures that Divine can follow and focus on work and activities.

A one page profile is displayed in the classroom and around school to ensure that all adults are aware of Divine’s needs
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