The links below contain appropriate headings and can be followed to give an article  on that subject.

    The headings list below gives  the user the ability to read a brief description, so they can follow the list of links to the article of interest. There is a link at the bottom of the page to my email for further inquiries.

       

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COMMUNICATION

INCLUSION
CURRICULUM
RESEARCH
RESOURCE BASED LEARNING
 

 

My name is Val Smith and I have written various papers regarding the teaching of information and technology for the blind and visually impaired. The location of this training is at Beacon Centre for the Blind and the Adult Education Service in Wolverhampton.  The people who attend are aged from 18 to over 80 years and are of mixed gender, ethnicity and ability. The speech synthesiser and screen reader is used to turn the written word on the computer screen into speech, enabling blind people access to the written word. 

           

           

 Communication:

The link in the table relates to a communication assignment that is based on Mr X a male student who is 65 years of age, and who was registered blind from birth.  He was chosen because up to January 23rd of this year had never read a printed document. My objective was to enable him to gain some form of independence, and offer him freedom to be able to read what he chooses. The statement by Paulo Freire, would coincide with my own outlook,

   “People with disabilities should be free from restrictions which limit their potential.”  Freire, P. (1973).

 

Inclusion:   

     The rationale behind this assignment was to produce, pilot and evaluate a set of resources to enable a student to learn how to send and receive E-mails which is a basic skill that supports inclusive learning.

The underpinning philosophy of this essay relates to Booth (2000 p.79):

“I regard inclusion/exclusion, essentially, as a political process. Possibilities for, and barriers to, inclusion are shaped by all aspects of education and social policy – not just by policies that carry an inclusion label.”  click the link above to read more

on inclusion.

 

Curriculum:

The logic behind the curriculum assignment was to study a curriculum model and draw comparisons to the way I perceive my own curriculum.

I considered the theoretical concepts of what is meant by curriculum and try to relate this to the practical experiences I have encompassed. I analysed a design model and related it to a course I deliver.

 

Research:

    Roth asserts that, “the English word research comes from a prefix and a mean to seek out again:' most academic or scholarly matter of seeking out ideas and materials already found or others.”

 Roth, A.J. (1988) p2.

 This research assignment examines suitable methods of accessing information for VIPS {visually impaired people} , facilitating their learning requirements. VIPS need to be included into further education to promote social integration and to enable widening participation. The contemporary Tomlinson report asserts that, “A new vision of inclusion, based on a better match between learning requirements

and provision, is at the heart of far-reaching proposals for improving further

education following the first national inquiry in England into FE provision for

students with disabilities and/or difficulties in learning”.

 

 Resource Learning:

The initial part of this assignment was to produce a statement of intent, this was used as a template and will be entered into my appendices.

My mission was to create an interactive resource base -learning package for a specific target audience, who happened to be two female blind students. 

One of the powers of interactive electronic instruction is the capability to engage by providing rapid, compelling interaction and feedback to the student

(Malone, 1981:333-369).

 

picture of eye

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smithg17@sky.com