Mitchell uses a CCTV with a distance camera to access worksheets, print materials and the class taskboard.
Sue Fletcher talks about how providing a supportive, well planned environment for Mitchell has helped him to learn within a mainstream setting.
Mitchell’s introduction to technology
Magnification devices
Mitchell was introduced to a monocular and a bubble magnifier when he was at pre-school. He also used the magnifier at home and the monocular to explore community events such as shows and regattas. Mitchell’s family were really supportive of Mitchell’s use of these new tools.
When Mitchell started school, a CCTV with a distance camera was made available for Mitchell to use in his classroom. He used this to access worksheets, small print in books and pictures.
Figure 2 Using a bubble magnifier when reading with his peer group
He also used the distance camera to access information on the class taskboard and on charts on the classroom walls.
As he moved into Year 3 he began completing maths worksheets under the CCTV so that he could comfortably see the small detail and symbols regularly used in maths.
Mitchell also uses the magnifier when working on the mat with his reading group as illustrated in figure 2 and sometimes for silent reading at his desk.
Mitchell now chooses when to use the magnifier or the CCTV to support his access to the curriculum. He also uses the monocular at school during some assemblies and field trips.
Slope board
During Year 3 a slope desk was introduced to alleviate the problem Mitchell was having with a sore neck due to the very close viewing distance he needed when writing at a regular desk as shown in figure 3.
Figure 3 Writing at the tilting-top desk
Dark lined exercise books
A dark-lined maths exercise book was also introduced for trial as another tool in Mitchell’s tool-box so that he could make informed choices about the level of technology he chose to use.
Next steps
Touch-typing will also be an option in preparation for using a laptop at secondary school.
As Mitchell continues through his schooling, with the support of his family, peers and education team he will continue to evaluate what tools and technology will provide the best possible access to all curriculum areas.
Teaching and learning strategies and adaptations
Figure 4 Mitchell lying on the floor to read alongside his peers
Environment and positioning
- Initially Mitchell needed a prompt to sit near the front of the mat, but quickly learned to take responsibility for doing this himself when he needed to. The class teacher also created an environment where Mitchell was welcome to move as closely as he needed to any resource/learning experience.
- Mitchell usually lay on the floor to read with his group so that he could position himself in his best viewing position, as seen in figure 4.
- For Mitchell, a glare-free environment creates the best situation for reading. It was important to angle the CCTV so that there was no glare on the screen. Initially Mitchell was encouraged to use the CCTV for all reading tasks but now he uses the technology as he needs it.
- Positioning the CCTV close to the slope desk was the most beneficial set up for Mitchell as he could move easily between the two. It also maintained his seating position close to other students.
High contrast and effective use of white space
The use of black markers on the whiteboard in preference to red or green was a beneficial adaptation by the teacher, plus good use of white space and clear printing. Another useful strategy was ensuring that Mitchell had his own resources when possible so that he could adapt them to suit his visual needs.
Sharing knowledge and ideas about the implications of Albinism, the potential use of the CCTV and its value with Mitchell’s team, helped create a learning environment responsive to Mitchell’s needs before Mitchell started school.
Useful Links
- Magnification information – Paths to literacy website.
- Dome Magnifier.
- Considerations for Low Vision Students in a Classroom.
More information
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