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
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?