Access to A Full Curriculum For All: Evaluation Report- Executive Summary

Perspectives of Pupils, Parents and Staff

Primary Schools

Informal interviews were conducted with staff of the primary schools attended by the individual children, one of whom was still in Primary 7.  The broad aim of the questions was to determine:

• the choice of equipment used;

• the skill development of the children;

• the management of the child with a visual impairment in mainstream i.e. how staff related to the pupil and the technology;

• benefits to the child with a visual impairment and to the other children.

Findings: Parents and children were involved in deliberations about which equipment to purchase. Ease of use was the main factor.  All those interviewed assumed that responsibility for maintenance, repair and replacement of items of equipment lay with the Information & Communication Technology (ICT) teacher, support for learning. There was uncertainty about ‘ownership’ of the IT items. 

It was clear that the Additional Needs Assistants (ANAs) and teachers of Pupil A and Pupil C thought carefully about how to encourage the children to reach their potential, and adapted methods and materials appropriately.

The class teachers in the two primary schools felt that adaptation to teaching method and materials had been of benefit to the class in general. Teachers and ANAs had greatly increased their knowledge and skills, in such a way that they would then be able to apply many of the skills to the support of children in their classes currently and in the future. Pupil A and Pupil C were undoubtedly using the technology and training provided as tools to further their learning and attainment.

The ANA played a crucial role in supporting the child’s learning. It was very evident that the VI Pupils were gaining skills and ‘can do’ attitudes which would be a strong foundation for independent learning in their future school and adult careers. The attitudes of the staff were such that the children with a visual impairment would have had full access to the curriculum even without the aid of the technology. The technology, however, introduces skills which allow the child greater freedom, increases their standing amongst their peers and is line with IT developments throughout Scottish education.

The model illustrated in the primary schools attended by Pupil A and Pupil C should be easily replicated. The positive aspects are: 

• thorough training in IT carried out by the visiting qualified teacher of children with a visual impairment (QTVI);

• appropriate equipment;

• support by the QTVI of the staff and parents involved;

• careful analysis by the class teacher of learning situations within the classroom and the wider experience of school, followed by a willingness to adapt practice as required;

• attention to the social aspects of inclusion: using structured group activities to encourage interaction, and not leaving it to chance.

Secondary School

The broad aim of the questions in this part of the research was to establish teachers’ perceptions of the contribution made to successful inclusion by:

• Technology

• In-school support

• Specialist support

• Peer group support

• Teacher/pupil interaction

• Other factors

There is no doubt in most classes that the laptops are very useful: they allow greater access to the curriculum.

Although equipment other than laptops was used to provide discreet support its use is not evident to teachers.

All the teachers were very appreciative of support from the school ANAs, and felt that the success of the children was dependent to a large extent on the work of the ANAs. There were very few occasions on which teachers could envisage the pupils managing well in class without ANA support. In practical subjects such as science and home economics, it is normal practice in Scotland to have an ANA present for health and safety. Observation of the ANA working in class confirmed the different role played with each of the two pupils.

Electronic Document Service

Approximately half of the respondents use the electronic document service provided within the school. Some of these teachers supplement the service by producing their own materials on paper and on the intranet. Most class work is available on the intranet. About half of the required homework exercises are available on the intranet.

Teachers supply learning materials to the VI transfer assistant at the beginning of the session and thereafter discuss with the ANA any additional texts and diagrams that are needed. Only two teachers mentioned speaking face-to-face with the VI transfer assistant who does the adaptation and transcription.

The production of materials by the VI transfer assistant is of a very high quality, but depends on forward planning by teachers to ensure that sufficient time is allowed. The transfer assistant is not aware of her materials already being used by children other than those with a visual impairment, but was recently pleased to be asked to provide some enhanced sheets specifically for a pupil with different needs.

Inclusion

It was felt that both pupils are completely part of the class. Of Pupil A it was stated that they are “no less involved than any other pupil in the school”. Pupil B is “well accepted and popular. . . . difficulties are not seen as being due to a visual impairment”.

VI Awareness

Four pupils who were interviewed from Pupil A and Pupil B’s S1 classes had been given awareness training at their primary school by the QTVI, the class teacher or the school nurse. The pupils felt that assistance from an ANA was essential. Classmates and prefects said that unless they were in class with Pupil A or Pupil B they would not notice them particularly. The school janitor was closely involved with the planning for transition of the pupils with a visual impairment, and had stayed in personal contact with them. There was no evidence that canteen staff had been briefed about the needs of the children.

One of the aims of the evaluation project is to determine if the model could be used elsewhere, not only in other schools of the SBC area but for other schools in Scotland that have pupils with visual impairment. Examples of good practice are highlighted which can be used within other authorities and schools.

Examples of good practice:

Transition Planning and Awareness-raising

A. Visual Impairment Awareness-raising

Topic Boxes

Topic boxes have been put in place in the feeder primary schools for Hawick High School and within the High School itself. The QTVI varies the content of the boxes to make them age-appropriate for the pupils. There has been considerable use of the simulation glasses, the handheld magnifiers, videos, specific children's picture books and stories, as well as biographies of other older pupils who are visually impaired.

The topic boxes are extensively used for visual impairment awareness as well as proving a valuable resource for the teaching of “The Senses” topic in the 5-14 environmental studies curriculum. The lessons, incorporating the topic boxes, have been delivered to good effect in the primary schools by the QTVI, a school nurse, classroom teachers and guidance teachers. In Hawick High School guidance teachers have used these boxes in Personal and Social Development (PSD) classes, so that all pupils receive visual impairment awareness training. The topic boxes therefore, are to be considered as a valuable tool in raising awareness of visual impairment.

B. Training of Teaching and Auxiliary Staff

(i) The QTVI has developed a strong programme of visual impairment awareness, and all teachers within Hawick High School had attended the one-hour visual impairment awareness course one year before the pupils were transferred to the high school.

(ii) In June 2004, before the two children with a visual impairment entered High School, staff training was delivered by the QTVI within the High School, focusing on the eye conditions specific to the two children.

Issues: staff spoke highly of the quality of the training delivered. It is clear that staff training is a very significant feature in the roll-out of this project which would have to be considered seriously in the planning of any similar project in the future, locally or nationally. The QTVI herself expressed the importance of staff training in these terms:

“The big thing is the training of the staff. That is absolutely vital. I don’t think (the project) would work unless you have the staff on board. I think that is the most important thing. The school has to be aware that they are going to have to release staff. It is not just for staff who are getting the VI pupils which is what I have done previously in high schools. Previously, I have done training but only for the staff who are going to be getting pupils, whether the pupils are going to be in first year or second year. That is not really enough because they do fluctuate and cover for each other, and stand in for each other. You want staff who are going to be able to get them in fifth year to be able to know what is ahead. It has got to be the whole staff.”

Recommendations

The evaluation team consider that the FLaT funded project, “Access to a Curriculum for All” can be used as a model to support future inclusion of pupils with visual impairments. The following recommendations are made:

Personnel

(a) Keyworker

It is essential to have a designated keyworker within a large school. This person should take responsibility for the day-to-day support needs of the pupil with visual impairment, including:

• overseeing the electronic document service;

• conveying questions to the visiting teacher and liaising often with her/him;

• discussing needs, as they arise, with the pupils and parents.

(b) Transcription Assistant

There should be:

• a more definite job description for the transfer assistant;

• clear outline of responsibility;

• clear line management;

• efficient system for organisation of tasks;

• continuous opportunities for teachers and the assistant to meet and discuss materials.

Partnership Working

When plans are being made for the support of children with complex additional support needs, it would be advisable to incorporate advice from other professionals involved with the child, such as speech and language therapists and physiotherapists.

Use of  Information  Networks

Professional networks which are spreading throughout education can now be used for advice. It is helpful to extend consultation with other regions who are developing similar services.

Budget

A rolling budget is required to allow upgrading and repair of equipment and to avoid “just in case” spending. Finally it should be noted that the evaluation team felt that personal support from a qualified teacher is irreplaceable.

Access to a Full Curriculum For All - Full Evaluation Report (902 KB)

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