1. 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

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

3. 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.

4. 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

5. 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)

6. 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 http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/ahdc/earlys upport/resources/developmentaljournals/visualimpairment/visualimpair ment/ National Strategies http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/336 92/0/46384 http://publications.teachernet.gov.uk/eOrderingDownload/DfES%200187% 202002.pdf

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

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

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

10. 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

11. 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

12. 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 http://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf

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

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

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

16. 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

17. 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

18. 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 http://www.jcq.org.uk/attachments/published/538/25.%20AARASC%200910.pdf

19. 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”

20. 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

21. 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

22. 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