Steps to Independence

Room 4 - M&I Policy and Service Room

Overview of the room.
Section 1 - Identifying professionals involved in delivering the M&I curriculum.
Section 2 - Skills / training of professionals working with children.
Section 3 - Different agencies involved in M&I provision.
Section 4 - Potential role of special schools for pupils with visual impairment.
Section 5 - Developing / managing an M&I service - further issues to consider.
Section 6 - Room recap: key things learnt.
Section 7 - Useful links / resources.

Overview of the room

Room summary

The M&I Policy and Service room considers some of the issues that need to be addressed when auditing an existing M&I service or when developing an M&I service for children who are educated in mainstream schools. In particular, it is important to consider which professionals should be involved in the delivery of the M&I curriculum, the skills and training they would require, and the agencies in which they might be employed, as well as considering some of the challenges faced within multi-agency provision. Consideration is then given to a number of important factors, including the audit and design of a M&I service, the development of a policy on M&I education, and funding issues.

This room is aimed at those involved in developing a mobility and independence service for children. These might include: Managers of sensory or visual impairment services in various agencies including education, social services and voluntary organisations (particularly where multi-agency involvement is being considered as an option for M&I provision); Mobility and independence educators (including mobility officers, rehabilitation officers, and qualified teachers of the visually impaired); and others who might be involved in the delivery of the M&I curriculum including other professionals from various agencies and parents and family of children with visual impairment.

Suggested room learning aims

To develop your knowledge and understanding in the following areas:

  • The professionals that are involved in the delivery of different areas of the M&I curriculum.
  • The training and / or experience required by professionals to deliver M&I education to children.
  • The different agencies that might be involved in the provision of M&I education to children in mainstream schools.
  • The expertise and experience in children's mobility and independence developed in special schools for children with visual impairment.
  • The development of a M&I service for children in mainstream schools, including ideas on how to audit or plan a service, the essential features of a M&I policy, and ideas on funding a service.

Suggested learning outcomes

Having worked through this material, it would be expected that you would be able to answer the following questions:

  • Which professionals are best placed to deliver M&I education to children in mainstream schools?
  • What are the key features, advantages and disadvantages of different models of provision whereby different agencies (or combinations of agencies) might be involved in providing M&I education?
  • When auditing or developing a service, what are the key areas to be considered?

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