Visual Impairment and Multiple Disability: communication, learning and assessment. Jonathan Bolt Specialist Teacher (MDVI) Cambridgeshire Visual Impairment Service November 16 th 2010. Outline for the day. 11.00 – 12.30: Communication and Learning 2.00 – 3.00: Assessment 3.00 – 3.30: Q & A.
Jonathan BoltSpecialist Teacher (MDVI)Cambridgeshire Visual Impairment ServiceNovember 16th 2010
11.00 – 12.30: Communication and Learning
2.00 – 3.00: Assessment
3.00 – 3.30: Q & A
Understanding the individual communication and learning styles of children who have multiple disabilities and visual impairment is essential for all subsequent, successful teaching.
What would you like to ask regarding MDVI?
What do I want?
(Clue: it’s not about you, it’s about me)
A parent and child are walking along a
suburban street under cherry blossom trees on a
sunny day, but they are talking about elevenses
when they got home
Typically need to;
Objects of Reference are objects that have special meanings assigned to them. They stand for something – in much the same way words do – whether spoken, signed or written
Adam Ockelford, ‘Objects of Reference’ (1993)
NB: Objects of Reference can be multisensory
Assessments for learners who have multiple disabilities or multisensory impairments often consist of separate sections on each area of function/disability, identifying recommendations for visual access, hearing access, communication etc.
There can be a multi-disciplinary aspect to the compiling of the report.
The question then is how does this inform planning for teaching and learning?
Barriers to communication
The concrete to the conceptual: Many MDVI learners
do not do well with abstract concepts, e.g. topic on
the solar system