University of Edinburgh
 

SSC Course 6: Getting it Right: Teaching a Child who is Blind in Mainstream Nursery and Primary

Presented on Tuesday 31st October 2017.

Courses evaluation summary

Number of Participants: 29
Number of Respondents: 28

Overall Assessment:

How would you rate the following: Poor = 1; Excellent = 5

Enhancement to your expertise

      4.36

 

Content and supplementary material

 

    4.29  

Will you do anything differently as a result of today's training?

As I have only just started working as a Communication Assistant, I found today's training very informative.
Yes, probably use the Oregon as a tool for assessment rather than the Developmental Journal.
I will use the information on collaborative working to inform a meeting with staff in my school next week.
Using Oregon for myself as a tool for assessment and cascading the results but not getting others to do the Oregon.
My approach to teaching braille reading/writing will change within a mainstream class. I feel more confident now to persuade class teachers/parents no to worry about mainstream schemes.
I will know where to source resources and the importance of not rushing the pre braille skills.
Seek out additional tactile book ideas. Investigate sources for nursery activities and websites given.
Not at present as I don't have a pupil who is blind, but I've gained considerable knowledge of how to support a blind nursery/primary pupil for the future.
Yes.
Inform the delivery of our service. Work on the collaborative element.
Be more knowledgeable about teaching braille and I have more understanding of the process and progression.
Do more pre/early pre braille skills.
Use Readiness for Nursery (Oregon) checklist with families and settings. Look in greater depth at using Oregon, especially Profile as Record of Work/Evidence. Investigate VUE's, VI specialist, SfL, ANA training opportunities.
Only use a braille reading scheme until the child is ready to move on to other reading schemes.
Be better equipped in planning for blind pupil in mainstream.
If a braille user comes into my authority I will now know where to begin and how to access appropriate materials.
Modify certain approaches in light of information given today.
Change planning format, new ideas for activities. Seek support from VI specialists.
A lot of good ideas to try.
Lots! I will make sure my classroom is a safe space for my visually impaired pupil. Gave 4 for Content because, as a teacher, some things were over my head!
Yes, it gave me ideas.

How would you rate the following: Excellent = 1; Poor = 5

Clarity of presentation

      4.68

 

Pacing of course/event

   

 

4.50

What was best about the course/event?

Well presented, very informative, new ideas.
Principles/teaching of braille.
Information on approach to teaching reading and writing in mainstream gave me more confidence in the area.
Finding out about how to teach braille as the competency course does not cover this.
The excellent info presented and the steps of working through nursery through to primary.
Specific examples of activities.
Practical ideas.
Very interesting and lots of points for discussion.
Presenters were very knowledgeable and gave lots of examples from their own experiences which made this course interesting and enjoyable.
All of it was very interesting and very useful.
It was relevant and referred to practise. Practical strategies and advice given.
Great simple ideas to try.
The mixture of factual information and stories of how this looks in everyday practice.
All areas were very informative and useful.
Anecdotes and being able to look at and evaluate resources, both commercial and home made. Also networking and sharing with other course participants.
Refreshing my abilities already gained and learning new ideas to try out.
Practical resources and ideas. Opportunity to discuss experiences with other VI colleagues.
Lots of useful information.
Excellent opportunity to tap into/share experience and expertise of highly experienced QTVIs
Morning session on nursery was excellent and more relevant for my current pupil.
A lot of different things to try.
Lots of practical, hands on advice and ideas. They were really, really helpful, so many thanks.
New techniques to try. I enjoyed it all.
The presentation was clear.

What, if anything, could have been improved about the course?

Location of the course closer to home, e.g. Aberdeen?
Sharing of experiences, networking and using additional examples of when/how we could apply approaches. To know what stage/braille should be, for the child to feel secure at relevant age group. As the example you gave us e.g. "If still reading Abi books at primary 5, then there's something really wrong." Also, to demonstrate, e.g. maths in practical way at desk level. Colour pics, please!
Activities for us to do, discussion of experiences.
Time to look at resources as part of the day.
Copies of all presentations.
Practical activities.
More time to look at and discuss maths pm.
No, it was all good, especially the cost! This can be a factor.
Identifying who in the group had similar pupils-stage, then sitting together to discuss difficulties and successful strategies with other professionals.
Perhaps time being scheduled into the day to look at the resources to enable discussion in a group would have been beneficial.
The opportunity to collaborate/network/share practice amongst those attending for a slot within the day.

How did you hear about this course?

Course Info Email from SSC: 11
Co-ordinator/Line Manager: 9
SSC eBulletin: 1
Colleague: 7

What other CPD training would you like the SSC to provide?

The same course for secondary.
All teachers and support staff with a blind child should receive this training/be required to do this course.
Counselling courses.
Teaching VI students on ASN spectrum, severe and complex needs.
Supporting students with degenerative eye conditions/sight loss later in their education - specific considerations - braille, audio, touch typing, assistive tech and realistic expectations when set against background of secondary fast-paced mainstream education.
A course closer to home, e.g. Aberdeen.