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 →
June 19, 2012 by blennzict | 0 comments
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 →
May 30, 2012 by blennzict | 0 comments
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 →
May 12, 2012 by chrissiebutler | 0 comments
To support understanding, real objects and objects of reference can be used as the building blocks of an early tactile communication system.
Ann Gregory describes how she is using the systematic presentation of a small number of objects to enable Thomas to have more understanding of, “What’s next?” in his day.
Thomas is 14 years old and attends his local special school. Continue Reading →