BLENNZ Learning Library

Te Kotuituinga Mātauranga Pura o Aotearoa

Using Objects of Reference to Communicate Daily Routines

September 13, 2013 by blennzict | 0 comments

Eddie touching a towel

Figure 1 Eddie touching a towel before his swim time

Eddie is a 16 year old student with low vision, Cortical Vision Impairment and complex needs.  He is enrolled with the Correspondence School of New Zealand.

Eddie’s learning involves community activities and experiences.  Travel to and from these activities have often resulted in Eddie being upset and unsettled.

Jo Mather his Resource Teacher of Vision talks about how real objects with verbal prompts/signs have helped to settle him.  In figure 1 Eddie is touching a towel before his swim time. Continue Reading →

Using a switch to support communication

June 26, 2012 by blennzict | 0 comments

Kaya, aged 6, is using a switch to interact with those around her and to make choices in her day.

Bronwyn Harte-Fielder describes how the education team have worked in partnership to support Kaya as she develops her communication skills.

Kaya is enrolled in the Correspondence School and her education team work alongside Kaya and her whānau at home. Continue Reading →

Sharing stories: strategies to support engagement

June 19, 2012 by blennzict | 0 comments

Figure 1 Kashyar, Rainbow Fish book and soft toy

Figure 1 Kashyar with the Rainbow Fish book and soft toy

Kashyar shows auditory awareness when stories are being read to her and vocalises when someone uses a variety of expressive voices and sounds while reading.

Gina Robinson (BLENNZ Resource Teacher Vision) describes how she shares a story with Kashyar and the strategies she includes to support Kashyar’s engagement. Continue Reading →

Building on a child’s preferences: engaging visual attention with tactile symbols

May 30, 2012 by blennzict | 0 comments

Charley is visually aware of her name card

Figure 1 Charley is visually aware of her name card

Charley is just beginning to use her vision to engage in what is happening around her.

Robin Stesel describes how in collaboration with Charley’s family, Charley’s visual preferences were recognised and used to support visual engagement using personalised tactile symbols. Continue Reading →

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