Figure 1 Boston is beginning his charade of what makes him feel happy
Boston is an 11 year old student who is blind. He is in year 6 in a mainstream class at his local school.
This year Boston has been working on developing his social skills around friendships. This helps Boston to articulate how he is feeling (figure 1).
Here Boston’s BLENNZ Resource Teacher: Vision (RTV) Judy Fox talks about how this process has helped him to understanding his own feelings and those of his peers.
Figure 1 Boston is beginning his charade of ‘what makes him feel happy.’ Continue Reading →
Figure 1 Jacob climbing up onto the trampoline
Jacob is a 6 year old boy who attends a special school. He has complex needs which includes being deafblind.
To assist his hearing, Jacob has recently had an operation for a cochlear implant and he is working towards understanding what sounds are and what they mean.
To help Jacob learn what is happening during his day, he has been working with his BLENNZ Resource Teacher: Vision, Baukje de Jong and his class teacher to understand the pre-braille concepts of up and down. In figure 1 Jacob is climbing on to the trampoline. Continue Reading →
Figure 1 Grace with her gymnastics awards
Grace is 11 years old and has no light perception in her left eye and very limited vision in her right eye. Varuni, her BLENNZ Resource Teacher Vision has been expanding her life experiences to improve her literacy.
Grace is also a member of the RNZFB. In figure 1 Grace is holding up her gymnastics medals. Continue Reading →
Figure 1 Grita signing W
Grita is a 10 year old girl who is deafblind, has Down Syndrome and developmental delay. She is blind in her left eye and has 4/60 vision in her right eye.
Grita is in a mainstream setting and is attending her local primary school.
Here BLENNZ Resource Teacher: Vision Lynlee Pendrigh who is her weekly ORS teacher, talks about how Grita uses key New Zealand Sign Language signs and speech to communicate alongside her peers in the classroom.
In figure 1 Grita is signing the letter W. Continue Reading →
