Introduction:

  The tuition that Mr X receives is once a week for 60-minutes individually due to the intensity and level. The lesson is scheduled after all other students have gone home. Mr X makes his way into my lesson independently using his white cane. This shows me he is well motivated.  It appears he is driven by social motivation trying to expand his own potential.

   “Maslow saw motivation in terms of an individual's striving for growth.” Curzon, L.B. (1990) p196.     

   Mr. X has attended blind institutes all of his life, in my opinion it has made him institutionalized. He uses Braille but is not that proficient. To gain information on Braille visit the adult education service in Wolverhampton.  . Braille users were in decline in my opinion because of technology. On further analysis when carrying out my research project. The introduction of Braille computer note takers such as the Braille and Speak, and the Braille M-Power, shows that there is a revival. Wolverhampton Education Service (WAES) are very pro-active and teach Braille technology with a range of Braille note takers and are the only Education service that I am aware of that do .  There seems to be more integration for people with disabilities at the present time, this could be due to the Warnock Report.

   “ The student’s need is not necessarily determined by the nature or disorder. At present students are categorized according to their disabilities, and according to their educational needs.” The Warnock report cited in Psychology and the teacher, Child, D. (1981) p290.

The RNIB provide a new list of legal rights for the visually impaired. 

“RNIB campaigns on a wide variety of issues, from community care to the design of banknotes and coins; from legislation about broadcasting to accessible

Information. All RNIB campaigns aim to tackle the discrimination faced by blind and partially sighted people in the UK and Europe.” To find out more information on the RNIB.

   When I meet Mr X I always identify my self by name, I do not assume that Mr X will recognize me by voice, even though we have met on numerous occasions.  When I enter and leave a room I always let Mr X know. I would call Mr X by name if I wanted his attention. Whenever it is possible I describe in detail, pertinent visual occurrences of the learning activities. The classroom has been described to Mr X, and he has been tactually familiarised with it. When there has been a room change, I have given Mr X verbal notice.

    The ethical implication is that enabling Mr X access to printed material, it could make him feel that he had missed out all these years. Although this may be possible, I would have to agree with Paulo Freire,                                                                            

  “ We can not be ignorant of everything, as we cannot know everything.” Freire, P. (1973) p220.

 

Approach and philosophy:

In the last 10 years, as a result of the great expansion in further education and training opportunities for people with special needs, Blind people are entering into Further Education.  It is important that the tutor and the Blind student communicate and work together as effectively as possible.

   The way forward is to use computers as a tool to manage different processes in everyday environments, helping blind people integrate into society on an equal basis. We can take part in communication processes independently and actively.

   In my opinion blind people need to take responsibility for their own destiny and commend user groups such as the one in New York.

    “ A peer support organization for blind and visually impaired computer users of all skill levels in the New York City area.” 

    The students that I teach generally require a teacher that understands, and uses the major concepts. The philosophy that Paulo Freire believed in,

   “That teachers and students who are engaged in training which empowers people, need to focus on communicating with each other in an honest and open way.”  Paulo Freire. Freire, P (1973). It maybe true that some visually impaired people have a lower level in communication, mobility and self-care than sighted learning people. In my opinion when Mr X has been properly trained and had better opportunity, blindness will only be a physical nuisance.  This philosophy is also shared by the RNIB.

 

Strategies:

When I verbalise anything I try and be accurate.

   The method of teaching that is used in my lesson is student focused, using questions and answers. There is a strong emphasis on listening. The statement in Reece, I. and Walker, S. (1997) p189 tell us about 12 per cent of what we learn comes through listening, these figures would not be accurate when dealing with the visually impaired. I try and use an auditory or tactile signal where a visual signal is normally used. e.g. it is possible to assign sounds to certain actions when working with the computer. The lesson is often recorded, and I have encouraged Mr X to record the lesson. This enables him to retrieve information long after the lesson has finished.  This has been affective for Mr X and me, he listens to his recording at home prior to the lesson, enabling him to recap on what he had learned previously, the feedback I gain is being able to concentrate on his weak points.  I would have to agree with Reece and Walker that one of the easiest methods of collecting data is to audio-record, Reece, I. and Walker, S. (1997) P176. We often use a tutorial on compact disk, we use a memory stick with it, and this has been brailed for MR X. The use of thermoforms is something I have used.  The thermoform that has been used is a raised moulded plastic sheet having raised line pictures, diagrams, or graphs that are tactically readable by blind or very low vision students, this thermoform is a lay out of the keyboard, it is Brailed this will be entered into my appendices.

   The author Curzon, L.B. (1990) p164 recommends using eye contact. This is impractical when we are both blind, so I substitute the eye contact to a slight noise or tap on the shoulder to show understanding.  In addition when MR X appears to have finished I leave a pause to encourage a longer contribution.

 

 

Reasons for choice:

My own learning experience , was a factor behind my methods of communication. The other factors are that I hold a Certificate in training people with special needs, a Certificate in Education and a B.A in Education.  Since working at the Post for over 10 years, I have seen a vast improvement in the level of ability and had positive feedback from students and management.

   Being blind Mr X is unable to access paper based material without the help of a sighted individual.  The PC forms a good pen/paper substitute for note taking in lessons, along with a Dictaphone for taking short notes when it is not convenient to use the PC. The speed of technological change is immense, and affecting a wide range of everyday things people use. The RNIB have established themselves as technical experts contributing to technical and campaigning alliances. “ RNIB campaigns and information about disability legislation in the UK” There can be more information found at the RNIB.

   The world revolves around printed material, every one needs access to it because of its universal language.  The concept of instruction on which I base my teaching on, is my voice and personality. This stems from my belief that communication for the blind is best achieved through the medium of sound. There are other teachers who believe in this concept according to Curzon, L.B. (1990) p311.

   In my experience the student's background and severity of impairment would be a strong factor in the methods I use. eg. The degree of proficiency in Braille and literacy.

   The digital recorder has revolutionised the techniques and processes of sound recording. The disks can be erased, so can be used repeatedly at a low cost. This format is very accessible for the blind. This resource was related to the chalkboard by Curzon, L.B. (1990) p316.

 

 

Evaluation:

In my opinion to make evaluation effective, it should be taken over a long period of time. In addition evaluation should rely less on participant self-reported attitudes, and more on observations of participants actions within learning contexts.  The methods Curzon, L.B uses for evaluation would be to establish and maintain quality. He suggests diagnosing student learning needs and problems. It should be based on the learning process. Curzon, L.B. (1990) p321. The learning theories assignment that was recently completed was based on MR X, and will be entered in to my appendices.   When evaluating I would use a form that will be unbiased to visually impaired students.  This would be established by asking the student for the approach that they find to be most accessible. In my experience the most accessible method is to record test questions on tape and have the students record their answers.  The recording of my instructional methods on how I enabled MR X to independently read a document, and how he felt about the experience will be entered in to my appendices.  The reason why I chose this format was the accessibility.   This format will enable MR X to gain feedback from the lesson.  When I have received feedback in the past it has often been hand written making it inaccessible. The work that I do with MR X is entered into his folder, he will always show his work to other people in the organisation.  This could be a form of self-recognition.

Conclusions:

The students I teach should be able to receive information in a way that is accessible to them.  We all know information helps all of us to make decisions and lead independent lives.  According to the R.N.I.B it is the law. We now have a legal obligation, following the implementation of section 21 of the Disability Discrimination Act.  To make reasonable adjustments to ensure blind and partially sighted people can access services. http://www.rnib.org.uk

When constructing my lesson plan I am going to insist on recording the lesson, at the moment I am only encouraging, and I  also implement Braille into my lesson.