Sensory Impairment Support
Sensory Impairment Support Team
At the Redway School many of our young people have vision and hearing impairments and many also have difficulties in using their other senses, such as touch, smell and movement. The world is an exciting place with lots of wonderful things to see, hear, touch and smell. We want to help and encourage each child and young person to make full use of their available senses in order that they may discover this for themselves.
We have a Sensory Impairment Support team led by Ruth Jay, Specialist Teacher for Children and Young People with Multi-Sensory Impairment, working specifically to support young people with multi-sensory impairments at the school. The team includes two Specialist Teaching Assistants (Becki Campbell and one other to be appointed)
The support young people with sensory impairments receive at The Redway might include;
- Personal information sheets identifying the young person’s specific sensory needs, how these may affect their learning and how we can help maximise their use of vision and hearing.
- Advise for classroom staff on the use of equipment such as light boxes, vibratory toys, sound and light activities and the multi-sensory rooms in school.
- Liaison between professionals including teachers, audiologists, ophthalmologists and nursing staff in order to offer the best possible opportunities for learning.
- Classroom staff being trained in visual and hearing impairment awareness, such as the best strategies for teaching pupils with sensory impairments (mobility, communication)
- Activities that can help develop the use of compensatory skills. This could include a focus on reducing tactile sensitivity and encouraging a young person in using their hands and feet to explore.
- Attention paid to positioning, mobility, communication and lighting
- The checking of hearing aids in school and staff trained in their daily care.
- Trying out strategies for encouraging the wearing of glasses (this happens a lot!)
- Functional vision and hearing assessments in order to discover how well an individual child is using their senses.
- Personal routines, objects of reference, ‘scripts’, teaching new skills and sequences.
- A school that provides a positive environment in terms of facilities, ethos and curriculum in supporting pupils with visual impairments, hearing impairments, multi-sensory impairments and complex needs.
- One to one support. The specialist team might work in class or individually, working on communication skills, mobility, visual or listening skills