Access To Learning
Specialist Support for HI, VI and MSI
Specialist Teachers for HI, VI and MSI work to improve access to learning, support communication and access to information and develop independence. In their annual reports on children and young people the outline strategies to improve access to these three areas of learning.
The Specialist Teachers for HI, VI and MSI work closely with other specialist professionals within the STLS Sensory Service, as well as with staff in schools and early years settings and other partner agencies.
Specialist support can be provided in the home and early years setting for young children as well as at school.
The support for access to learning, can include:
- Assessing functional hearing and/or vision to provide strategies and advice for the preschool or school.
- Supporting and monitoring the development language or the use of BSL.
- Teaching Braille and supporting access to the curriculum through touch.
- Providing Assistive Listening Devices and supporting the use of amplification.
- Advising on the size of print, differentiation of work and supporting the use of Electronic Magnification Systems.
- Monitoring progress and achievement.
- Delivering training on HI, VI or MSI including the impact of sensory impairment and strategies to support access to learning.
Working in Partnership with Settings and Schools
To ensure our advice and support for learners with HI, VI or MSI is effective we work in partnership with early years settings, mainstream schools and special schools.
We engage with every setting or school who are new to receiving a learner with sensory impairment to explain the work we will be undertaking, as well as our commitment to supporting the learner, the teaching staff and support staff.
In turn, we outline what is expected of the setting or school and the commitment required from them to support reasonable adjustments and to put in place the strategies outlined by the Specialist Teacher. Additionally, we discuss how the setting or school will use specialist equipment to support the learner’s access to information and communication.
An example of the Working in Partnership form is attached below.