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Delivering learning environment for visual and physical impair child through touch

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It was evident that the smooth texture of the golden ticket was not very motivating for Pupil Z to explore co-actively with the adult support when the song ‘Golden ticket’ was played on the plasma screen. Instead Pupil Z was thoroughly enjoying listening to the song by smiling, laughing and making lots of intentional head movements rather than co-actively exploring the ticket. When the music stopped the adult leading the activity indicated ‘the train has arrived, all aboard’ and pupils were encouraged to give their tickets to an adult.

The adult working with Pupil Z lifted his left arm and placed the golden ticket in his hand without any verbal indication. This lasted a few seconds before the adult released his left arm and took away the golden ticket. Pupil Z naturally seemed to have a very steamy look on his face. The sound track of the train raiding playing in the background seemed to have a very calming effect on him after experiencing this unexpected movement. When the pupils arrived at the chocolate room the adult leading the activity indicated ‘we are in the chocolate room’ and further added ‘what can you smell?

what can you smell? ’ All adults repeated ‘chocolate, chocolate, mmm mmm mmm! ’ The two types of coco butter were passed around to be smelt. When Pupil Z was presented with the choice of two butters to smell he made a sound and after a brief period of time began lifting his arms. He used the tactile search to localise one of creams put on his table. Unfortunately, this cue was missed by an adult who passed this cream to another pupil to explore.

When all the pupils had experienced the smell of the two coco butters it was time to explore ‘Chocolate River’. The plastic bowl with milkshake was passed around. Pupil Z was encouraged to co-actively hold the wooden spoon and stir the milkshake. It was evident that Pupil Z was not very motivated to hold the plastic bowl and make co-active stirring actions with the wooden spoon. Instead he was trying to dip his fingers in the bowl to try to determine the smell of the liquid.

However, this experience was very controlled by an adult working with him and lasted a few seconds. After that he was offered the chance to drink the milkshake from a plastic bottle with a straw. He showed that he enjoyed the drink by asking for ‘more’ drink and trying to touch the bottle with both hands while the adult was giving him a drink. Regrettably, he was not encouraged to hold the drink by

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preview essay on Delivering learning environment for visual and physical impair child through touch
  • Pages: 8 (2000 words)
  • Document Type: Essay
  • Subject: Education
  • Level: Undergraduate
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