Starting at Special School Marion Blazé Education Officer for Vision

28/11/2015Statewide Vision Resource Centre 2 Diversity Diversity & individuality Some case studies

28/11/2015Statewide Vision Resource Centre 3 Any transition Period of change Need to make connections Anticipation Eagerness Anxiety Uncertainty

28/11/2015Statewide Vision Resource Centre 4 Familiarity with school Be familiar with school’s programs including: o therapists o specialists o special programs – meaning of ‘conductive learning’, ‘intensive interaction’, ‘active learning’

28/11/2015Statewide Vision Resource Centre 5 Familiarity Important for child and parents Visits to schools can be confronting Go to all transition days Volunteer and become a part of the community

28/11/2015Statewide Vision Resource Centre 6 Research in mainstream Successful transition less about preparation and familiarisation of child, more about preschool and first year of school curriculum and environment being similar ‘Seamless curriculum’ – how do we achieve this in a special school?

28/11/2015Statewide Vision Resource Centre 7 Consistency Consistency of approach with special child Education of intellectually impaired – emphasis on repetition Implies need for all personnel to be consistent in approach Requires prior knowledge of child

28/11/2015Statewide Vision Resource Centre 8 Profile If possible, prepared by/with parent/s Be concise and practical Focus on techniques which assist teacher In the first instance, focus on what works (not to insist on “rights”) Write as an expert in your child –Friendly, one professional to another

28/11/2015Statewide Vision Resource Centre 9 Profile, cont. Basic strategies to compensate for vision impairment: ‘use my name before touching or approaching me’ ‘place objects within my field of view’ ‘place items on tips of my fingers so that I can grasp them’

28/11/2015Statewide Vision Resource Centre 10 Profile, cont. Communication methods –6/6 –6/24

28/11/2015Statewide Vision Resource Centre 11 Profile, cont. –6/6 –6/24

28/11/2015Statewide Vision Resource Centre 12 Profile, cont.

28/11/2015Statewide Vision Resource Centre 13 Profile, cont. Feeding methods Triggers Observable responses My child likes it best when … My child likes it least when …

28/11/2015Statewide Vision Resource Centre 14 Finally… 2011 Report by Charles Sturt University Time of opportunity & vulnerability Moving from known contexts and supports to unknown contexts and supports.

28/11/2015Statewide Vision Resource Centre 15 Effective transition Marked by a positive approach to school A sense of belonging and engagement Programs need to focus on building relationships –between families, children, school personnel & support personnel

28/11/2015Statewide Vision Resource Centre 16 Effective transition When families feel valued and respected partners in their child’s education they can recognise their role Importance of complementary supports for families across the transition – professionals working together.