Suchergebnisse

Teachers are uniquely placed to comment on the design and use of tactile graphics in school education. It is surprising then that their opinions on this topic do not appear to have been sought previously. A postal questionnaire was used to gather the perspectives of 24 teachers working with visually impaired children, in special or mainstream schools, at primary or secondary level. The questionnaire allowed the teachers themselves to put forward those issues they considered important. Some very positive and enthusiastic remarks about tactile graphics were received but the general emphasis was on the difficulties of using tactile graphics in the classroom, such as the labour-intensiveness of production, problems of information overload within a graphic, and the challenge of making tactile graphics meaningful to learners.

This paper describes our initial steps towards developing a model of how blind people comprehend tactile graphics. In the first half of the paper we set out the aims of the model, and then consider other key issues such as the nature and scope of the model, the information it must incorporate and the outcomes it should provide. In the second half of the paper we present our ideas for the model itself, outlining the four facets that make it up - perceptual processing, cognitive skills, knowledge and cognitive development Throughout the paper we raise questions for open debate and invite feedback on our ideas.

Compared with children and young people in the general population, looked-after children and young people (LACYP) are more likely to experience behavioural, physical and psychological problems. Consequently, LACYP are likely to have greater need of health and mental health services to address any specific problems.. However, LACYP do not always have the same access to general health and mental health care as other children and young people, nor do they always receive treatment or support that is appropriate to their needs. Several factors may contribute to this mismatch between need and service access. LACYP may not have advocates who can request assessment and treatment when it is needed, and professionals who could act on their behalf may be absent at times of placement breakdown and transition. This systematic review aimed to identify and synthesise evidence on the effectiveness of interventions to improve access to services accessed by LACYP.