Underpinning the foundation stage curriculum is the principle that no child should be excluded or disadvantaged because of special educational needs or disability. When caring for a child with a visual or hearing impairment, practitioners need to ensure that the child can navigate the setting in safety and with confidence, can socialise with the other children, and can access the early years curriculum.
Successful inclusion depends on good communication - with the child, their parents or carers and other involved professionals - and on positive practitioner attitudes. Practitioners with an open-minded approach and a commitment to inclusion will discover that what they learn about SEN children will deepen their understanding of how all children learn and enable them to offer a richer curriculum to all. In short, inclusion can, and should, be a positive experience for all those involved.
The following guidelines are intended to raise practitioners' awareness of general potential difficulties and help them to ensure that any obvious barriers to learning are removed.
Partially-sighted or blind children
Find out as much as possible about the child before they arrive at the setting by asking questions such as:
* What is the nature of the child's visual impairment and what specific needs do they have because of this? What do they actually see and is this affected by certain conditions such as lighting?
* Is their eyesight expected to change over time? If so, what is the likely outcome?
* In what ways can the child compensate for their visual impairment? What skills do they need to develop?
* How has the child already been supported by, for example, the LEA's Visually Impaired Support Service, and what will the nature of future support be?
Support
* As far as possible, keep the layout of the nursery constant so the child can find permanent routes around the setting.
* When the child first arrives at the setting, show them around and allow them as much time as they need to explore the setting. If possible, let the child undertake this initial exploration without other children in the immediate vicinity.
* Let the child find 'landmarks' so that they can navigate the setting.
Changes in floor surface textures and the position of certain pieces of furniture will provide children with important reference points. Equipment such as a bell hanging in a doorway will also help children to find their way around.
* If changes are made to the environment, repeat the introductory exploration.
* Put white tape or painted lines on edges such as steps or cupboard tops and put foam on sharp edges to avoid accidents.
* Always use the child's name when you start talking to them so that they know who is being addressed. Similarly, make it clear when you are directing comments or instructions to the other children by using their names.
* Remember that a blind or partially-sighted child may not be able to read body language or facial expressions and may need extra support in building up relationships and expressing feelings.
* Use large print or Braille when labelling objects. Position labels at a child's eye level and ensure they are easy to see or touch.
* Where children have their own symbol or picture, for example, on milk tags, ensure that these are clear and simple. For a blind child, choose a tactile material such as sandpaper and use this material consistently around the nursery to represent the child's possessions.
* At storytime, choose books with clear images and make sure that a partially-sighted child is positioned where they can see the book. When reading to a blind child, choose a book that is interesting to the touch or includes sounds.
* When teaching finger rhymes, show the child how the actions are performed by demonstrating them 'hand over hand'. You will probably find it easier to manipulate the child's hand and arm movements if you sit behind him.
* Provide activities that are particularly tactile, such as clay, sand, play dough, sequins, or paint containing sand, and encourage the child to engage in these. Choose toys and equipment with sharp colour contrasts, that reflect light or make sounds and with features that can be differentiated by touch.
* Think about how you can stimulate children's learning through senses other than sight.
* During mark-making activities, provide well-contrasted markers and a good surface.
* Have staff trained in any communication system used by the child, such as Makaton or Braille.
Hearing-impaired or deaf children Find out as much as possible about the child before they arrive at the setting by asking questions such as:
* How early was the hearing loss diagnosed? Was the child deaf at birth or shortly after? (This will be a significant factor in language development.)
* Does the child suffer from, for example, glue ear in addition to their hearing loss (which would cause fluctuation)?
* Does a child have more residual hearing in one ear than the other? How does this impact on their learning?
* Does the child use hearing aids or do they have a cochlear implant? What are the implications for care and use of these for the child and for staff?
* What can the child hear with/without hearing aids?
* What method of communication does the child use at home? Signing? Relying on lip patterns?
* Does a speech and language therapist/ other professional from the LEA's Hearing Impaired Support Service work with the child on a regular basis?
Support
* Speak to the child at eye level and face to face. Make sure that your face is not obscured by your hand or any other object when you are talking.
Attract the child's attention by saying their name, gently touching them at the same time. Always finish speaking before turning your head away from them.
* Be aware of your facial expressions and body language and use these to help you communicate. Shouting doesn't help and can give off the wrong signals, perhaps indicating to the child that you are cross.
* Reduce the amount of background noise as far as possible. Soft furnishings such as cushions and curtains help to absorb noise, as does carpet. Make sure there is a permanent 'quiet area' in the nursery.
* Make sure that the room is well lit. Face the light as you are talking.
Your face will be in shadow and difficult to read if you sit with your back to a window.
* Use props such as puppets and story sacks when telling stories to give children visual clues.
* Stick to nursery routines so that the child can predict what will come next, and so help them to make sense of what you are saying.
* Don't 'bombard' a child with too much information. Make sure they have understood each 'step' and repeat and rephrase where there is a misunderstanding.
* Use musical instruments that create vibrations and encourage children to feel these through hands, feet and bodies and link these to the rhythms of speech and syllable work.
* If the child uses a signing system such as Makaton or British Sign Language, make sure that nursery practitioners are trained to use it.
* Make sure hearing aids are switched on and working effectively.
More information
* Focus on foundation - including children with impaired vision in early years settings, Royal National Institute for the Blind (RNIB), ISBN: 1 85878 085 3 (2001)
* Makaton, tel: 01276 61390 for information on resources and training.
* Guidelines for mainstream teachers with deaf pupils in their class, Royal National Institute For Deaf People (RNID), ISBN: 0 900634 76 6 (2000)
* Deaf Friendly Schools - A Guide for Teachers and Governors by Clara Ratcliffe, The National Deaf Children's Society, ISBN: 0 904691 60 8 (2001)
