Title: Guide pour les enseignants qui accueillent un élève présentant une déficience visuelle (élèves malvoyants ou aveugles)
Type of the resource: Handbook/Guide/Manual
Funded by: Handisol
Authors: Michèle Collat et Nathalie Lewi-Dumont
Type of disability: Visual Impairments
Target education level: Early childhood
Primary education
Secondary education
Language(s): French
IPR: No
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This booklet reproduces, by completing it, the first guide Handiscol
"For teachers who host a visually impaired student" (1999), dedicated visually impaired students working "in black" by blind people to designate the writing of seers). This new guide deals with the schooling of visually impaired students.
Generic term grouping the visually impaired and the blind (or non-visible). Many aspects are common, others will be discussed in a differentia
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The purpose of this guide is to remove the anxiety that sometimes teachers the arrival of a visually impaired student, first by giving some indications likely to know it better, then by bringing pedagogical and technical tracks.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The pupil must learn to develop capacities and means of compensation that will enable it to achieve comparable efficiency to that of his classmates.The teacher will put in place pedagogical adaptations and propose essential technical aids.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Characteristics of visual impairment
Consideration of objective aspects of visual impairment
Taking into account subjective aspects of visual impairment
Consideration of behavioral aspects related to visual impairment
AIDS
Bibliographic elements
Useful addresses
Regulatory benchmarks
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Allow him, before his arrival, to acquaint himself with the school and its important places (corridors, playground, toilets, restoration, playground, school life, permanent work ...), of the class or classes, so that he can take his bearings in calm, far the hustle and bustle of a lot of people
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://eduscol.education.fr/cid48512/guides-pour-les-enseignants.html
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