Room 3 - Delivery Room (Section 12 of 12)
Section 12 - Room recap: key things learnt
Review of learning outcomes from this room
Activity 27 - Final activity
As a way of reviewing all the information included in this room draw a diagram of the cyclical model of service delivery showing the six stages of delivery (figure 1).
You should now compare your diagram with the one presented in figure 1
Next to each of the boxes write down at least three key points that relate to each of the stages, along with additional considerations that might need to be made at each stage regarding the particular needs of the child, e.g. the age of the child, any additional disabilities, their cultural or social background, etc.
To develop your knowledge and understanding in the following areas:
- How children with visual impairment access mobility and independence education.
- The various stages involved in mobility and independence education.
- Different factors that affect the delivery of M&I education.
- The professionals involved in all aspects of delivering mobility and independence education.
It would be expected that you would be able to answer the following questions – some thoughts are now provided:
- How can the M&I needs of children with visual impairment be identified?
Children can be referred for M&I support either in response to identified problems or automatically at ‘key points’ in their development, but to ensure that all needs are identified, it is recommended that all children should be given a basic assessment to determine whether they require mobility and independence support immediately or potentially in the future. Anyone can make a referral, using a referral form to ensure appropriate referrals are made.
- Who should be involved in delivering M&I education?
The delivery of M&I education requires the input of a number of professionals and people, at all stages of delivery. The complexity of the nature of involvement is complex and cannot be adequately summarised here, but is described throughout this room and in the M&I Policy & Service Room.
- When and where should M&I education be delivered?
Assessments of M&I needs and the teaching of M&I programmes should take place in various locations, including familiar and unfamiliar environments including situations where difficulties have been experienced by the child, within the school / school area, and within the home and the home area, and include areas relevant to the child’s lifestyle and want they want. M&I education takes place both within school time and out of school time according to what is most appropriate for the type of M&I programme being taught or the MIE or agency involved. Ideally children should have access to M&I support all year round, including holidays. Time for M&I education will need to be negotiated with a variety of people including school staff, parents and the children themselves.
- Which aspects of the delivery cycle should I be responsible for?
This depends very much on the individual policies, procedures and partnerships adopted within the local authority in which you work, and yours and others’ level of expertise, experience and training.
In the case of all these questions there are other issues being raised.
Questions which may have been raised (and links with other sections)
- Which professionals and agencies should be involved in delivering different areas of the M&I curriculum?
- How is it best to manage multi-agency working?
- Much of the discussion has been about education services – do special schools for pupils with visual impairment have a role?
- What training do various professionals (and others) require to deliver the M&I curriculum?
- If you are not used to working in an educational context, then the concepts of special educational needs may be confusing
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