The effective teacher's guide to sensory impairment and physical disability : practical strategies

105 Pages·2006·0.682 MB·English

by  Michael Farrell

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The Effective Teacher’s Guide to
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5 Disability
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7111 Teachers need to be equipped with informed and practical strategies for educating
8 children with sensory impairment and physical disability.
9 The Effective Teacher’s Guide to Sensory Impairment and Physical Disability
20 clarifies the definitions of visual, hearing and multi-sensory impairment. The book
1 also discusses physical disabilities, and examines medical conditions that may
2 lead to the requirement of SEN provision, including epilepsy, spina bifida and
3 cerebral palsy. Writing in an accessible style, the author looks at ways of dealing
4 with a variety of conditions, always with practical classroom situations in mind.
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7 ◆ sets out the definitions of the condition
8 ◆ explains the legal contexts
9 ◆ looks at the range of provision
30111 ◆ suggests intervention and support strategies
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2 Highly accessible and authoritative, this book provides teachers with an invalu-
3 able source of useful information that will help them to create a responsive
4 classroom.
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6 Michael Farrell is an independent educational consultant and recognised expert
7 in special education. He has written or edited over 30 acclaimed education books.
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New Directions in Special Educational Needs
By focusing firmly on what really works in practice with children with special
educational needs, this highly practical series will enlighten and inform any busy
teacher eager to know more about individual difficulties, and who wants to make
inclusion a reality for their pupils.
All books in the series concentrate on the educational implications of certain
special educational needs. They also consider the legal obligations of schools,
what teachers can do to support and encourage inclusive learning in their class-
room, and where they can go for additional support and advice. Packed full of
down-to-earth yet authoritative advice, this series will provide teachers with every-
thing they need to ensure their pupils with special needs are effectively and
properly supported.
Titles in the Series (all by Michael Farrell)
The Effective Teacher’s Guide to Behavioural, Emotional
and Social Difficulties
Practical strategies
The Effective Teacher’s Guide to Autism and
Communication Difficulties
Practical strategies

The Effective Teacher’s Guide to Dyslexia and Other
Specific Learning Difficulties
Practical strategies
The Effective Teacher’s Guide to Moderate, Severe
and Profound Learning Difficulties
Practical strategies
The Effective Teacher’s Guide to Sensory Impairment
and Physical Disability
Practical strategies
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The Effective Teacher’s
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Guide to Sensory
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Impairment and Physical
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Disability
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Practical strategies
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First published 2006
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group
© 2006 Michael Farrell
This edition published in the Taylor & Francis e-Library, 2006.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing
from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book

ISBN10: 0–415–36042–0(Print Edition)
ISBN13: 9–78–0–415–36042–5
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Contents
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7111 List of abbreviations vii
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Acknowledgements ix
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1 What are sensory impairments and physical disabilities? 1
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2 Visual impairment 13
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3 Hearing impairment 29
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4 Provision for deafblind children 43
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5 Physical and motor disability, and medical conditions 59
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6 Conclusion 73
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Addresses 77
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6 Bibliography 83
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Index 91
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Abbreviations
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7111 BECTA British Educational Communications and Technology Agency
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BSL British Sign Language
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20 CMV cytomegalovirus
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DAHISS Deaf And Hearing Impairment Support Services
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3 DARTs Directed Activities Related to Text
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5111 DELTA Deaf Education Through Listening and Talking
6 DfEE Department for Education and Employment
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8 DfES Department for Education and Skills
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GCSE General Certificate of Secondary Education
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1 ICT information and communications technology
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ILAE International League Against Epilepsy
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4 LEA local education authority
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MDVI multiple disabilities and visual impairment
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7 MOVE Movement Opportunities Via Education
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9 OME otitis media with effusion (glue ear)
40 PLASC Pupil Level Annual School Census
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2 PMLD profound and multiple learning difficulties
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PSHCE personal, social, health and citizenship education
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5 PSHE personal, social and health education
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QCA Qualifications and Curriculum Authority
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81111 RNIB Royal National Institute for the Blind
viii Abbreviations
RNID Royal National Institute for the Deaf
SE signed English
SEN special educational needs
SENCO special educational needs co-ordinator
SLD severe learning difficulties
STM short-term memory
TC total communication
WHO World Health Organization
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Acknowledgements
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7111 I am very grateful to the following colleagues for their kind help: Eileen Boothroyd,
8 Sense, for providing information and suggesting contacts; Dr Stuart Aitken, Senior
9 Research Fellow at the University of Edinburgh, for commenting on a draft of the
20 chapter on deafblindness; Robert Saggers, Royal National Institute for the Blind
1 Research Library, and Angela Edwards, RNIB, for supplying and confirming infor-
2 mation for the chapter on visual impairment; and Chris Stevens, Head of SEN and
3 Inclusion, British Educational Technology Association, for providing information
4 on the use of information and communications technology for deaf children for
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