Accessing Maths for Pupils with Visual Impairment in Mainstream Schools Susan Epstein Advisory Teacher for Pupils with Visual Impairment in Harrow Institute of Education, 8th June 2010

SACT (VI) Harrow2 Outline Early years Accessing maths for mainstream print users Accessing maths for mainstream braille users

SACT (VI) Harrow3 Problem solving, reasoning and numeracy in the Early years Foundation Stage Number play Young children need plenty of first hand experiences using a variety of concrete objects The language of mathematics Young children need to learn the appropriate language for number, time, measure, shape, mass, position and problem solving. They need to do this by having a variety of experiences during conversations, stories, rhymes and games.

SACT (VI) Harrow4 Problem solving, reasoning and numeracy in the Early years Foundation Stage Role of QTVI Ensure understanding of need for additional opportunities and time Help carers with planning Provide ideas Provide resources

SACT (VI) Harrow5 Problem solving, reasoning and numeracy in the Early years Foundation Stage Examples of early mathematical play Toy dropping (casting) Rattles and banging (cause and effect) Sand and water play (quantity and volume) Puzzles (matching and sequencing) Painting (matching, counting) Nursery rhymes (counting) Construction toys (sequencing, counting, shape and space)

SACT (VI) Harrow6 Problem solving, reasoning and numeracy in the Early years Foundation Stage Resources for EYFS maths activities Developmental Journal for Babies and Children with Visual Impairment upport/resources/developmentaljournals/visualimpairment/visualimpair ment/ National Strategies 92/0/ pdf

SACT (VI) Harrow7 Accessing maths for print users Establish Eye condition Preferred font size and colour Distance vision Near vision Speed of working

SACT (VI) Harrow8 Accessing maths for print users Support For preparation of materials For direct teaching of skills (measuring, graphs)

SACT (VI) Harrow9 Accessing maths for print users Physical arrangements Preferred seating position Alternative seating when needed Sloping board Low vision aids Lighting

SACT (VI) Harrow10 Accessing maths for print users Accessing print at a distance Whiteboards – own copy, access to monitor, pen colour, print size TV – pre or post viewing OHP – own copy

SACT (VI) Harrow11 Accessing maths for print users Accessing print near to Textbooks – own copy, font size, layout Exercise books – lines, colour Graph paper – square size Computer screens – set-up, additional software

SACT (VI) Harrow12 Accessing maths for print users Exam arrangements Type of exam paper (LP or MLP) Extra time Rest breaks Separate invigilation Reader Scribe Handwriting (word processor) Equipment (e.g. CCTV, LVA) JCQ Booklet

SACT (VI) Harrow13 Accessing maths for braille users Three important guidelines Provide hands-on experiences Allow mistakes Check understanding of concepts

SACT (VI) Harrow14 Accessing maths for braille users Support For preparation of materials For direct teaching in class For direct teaching out of class

SACT (VI) Harrow15 Accessing maths for braille users Physical arrangements Plenty of space Equipment

SACT (VI) Harrow16 Accessing maths for braille users Accessing print at a distance Whiteboards – own copy, reader TV – pre or post viewing, reader OHP – own copy, reader

SACT (VI) Harrow17 Accessing maths for braille users Accessing print near to Braille textbooks and worksheets Raised diagrams Raised graphs Measuring using specialist equipment Computer – speech software

SACT (VI) Harrow18 Accessing maths for braille users Exam arrangements Braille exam paper 100% Extra time Rest breaks Separate invigilation Reader Scribe Brailler/laptop JCQ booklet

SACT (VI) Harrow19 Difficulties that may be experienced by braille using pupils Number Understanding a number as a whole Understanding the concept of zero Understanding patterns of numbers Estimating Vertical “sums”

SACT (VI) Harrow20 Difficulties that may be experienced by braille using pupils Solving problems Understanding classifications Understanding same and different Understanding word problems that rely on visualisations skills

SACT (VI) Harrow21 Difficulties that may be experienced by braille using pupils Measure, shape and space Understanding perimeter Understanding 2D representations of 3D shapes Understanding symmetry Understanding plane shapes Reading scales

SACT (VI) Harrow22 Difficulties that may be experienced by braille using pupils Handling data Reading graphs and charts Drawing graphs and charts Learning additional organisational skills “Guidance to support pupils with visual impairments” The National Numeracy Strategy Ref: DfES 0510/2001 scotens.org/sen/resources/visual_leaflet_maths.pdf