SUPPORT SERVICES

PSYCHOLOGIST
  • Referrals for placement of visually impaired learners can be done directly via the psychologist.
  • Preschool support service is offered to prospective candidates; support and counselling in terms of stimulation, eye conditions and school readiness are offered during the sessions, because early identification of and intervention with visually impaired learners are top priority.
  • Psychotherapy for the spectrum of psychological needs of learners, as well as counseling with regard to subject choices, career opportunities and study methods are offered.
  • Resource centre services to mainstream schools with regard to identification, treatment and support of learning and visual barriers are offered.
ORIENTATION & MOBILITY

Two Orientation and Mobility specialists train learners during individual lessons. In order to enable visually impaired learners to move with more ease independently or with a sighted guide and to know where they are, it is necessary that they learn special skills and techniques.

The ability, as well as the child’s need for independence are taken into consideration when training him/her to become independent. Special adaptations are made, especially in the use of the long cane.

Training entails:

  • evaluation of functional vision,
  • training in the utilizing of residual vision,
  • development of sensory and motor skills,
  • concept development,
  • to orientate and prepare for training in the use of the long cane.
SPEECH THERAPY

One speech therapist evaluates and applies therapy with regard to:

  • HEARING: screening and support with regard to hearing aids and middle ear infections
  • LANGUAGE: vocabulary and correct sentence construction, as well as sound awareness skills
  • SPEECH: articulation, cleft lip/palate, fluency techniques in stuttering
  • Eating and swallowing problems
  • Resource centre – counselling and support to mainstream schools
  • Community service – therapy in meritorious cases
SCHOOL NURSING SERVICES
  • The school nurse focuses on preventative, promotative and curative interventions in order to promote the optimum physical, emotional and social development of learners through identification of health-related barriers to learning and accommodation thereof in the learning and living environment.
  • Primary, secondary and tertiary health care services are offered.
  • Referrals to relevant specialist services; administering of medication; adaptations within the learning environment; awareness of barriers and implications; support services within resource centre; visual screening; early intervention, e.g. development of vision, support of learners with multiple disabilities and learners with deaf blindness within the learning environment; adaptations for visual impairment in the learning and living environment.
  • Co-ordination of health clinics according to learner needs, e.g. eye care and dental care.
OCCUPATIONAL THERAPY
  • A large number of the learners at Pioneer School will not be able to function effectively in a mainstream school due to a variety of barriers.
  • The problems they experience with reading and writing are identified by the occupational therapist after thorough assessment and observation in the classroom.
  • Barriers are addressed during individual or group therapy.
  • Adaptations are made to accommodate them in the classroom.
  • The visually impaired learner also needs specific skills and techniques with regard to independence in order to function optimally in the learning and living environment.
  • Preschool children are assessed by the occupational therapist as part of the resource centre’s involvement.
  • Counselling and home programme, aiming to address and minimize learning barriers.
  • Community service includes therapy to meritorious cases.
  • Learner support for partially sighted and blind learners in teaching environment
  • An occupational therapist works as a consultant to ensure learners’ maximum participation in the program.
  • The support services are available to assist in class (Holistic approach)

The following specialised equipment are available:

  • Perkins Braille machine
  • Braille textbooks
  • Dark green lined paper and writing books (partially sighted learners)
  • Correct lightning in classes (partially sighted learners
  • Small class groups
  • Question papers/text books/notes are provided in Braille, large print
  • A supportive code of conduct for the strengthening of positive behaviour/life skills
  • An orientation and mobility course is presented during school hours
  • Adapted study material for RNCS

Classroom organisation:

  • enough space between desks
  • special desks adapted for blind pupils
ROUTINE

weekly timetable is followed, fixed school routine (no unnecessary changes)

Intervention consist of:

  • learning support (remedial teaching)
  • repetitive tuition
  • reading and spelling programme
  • individual programme
  • Meeting between parent, teacher and support services

The following concessions are available:

  • Extra time
  • Efficient code of conduct

ONDERSTEUNINGSDIENSE

SIELKUNDIGE
  • Verwysings vir plasing van visueelgestremde leerders kan direk via die sielkundige gedoen word.
  • Voorskoolse ondersteuningsdienste word aan voornemende kandidate gebied; ondersteuning en voorligting in terme van stimulering, oogtoestande en skoolgereedheid word tydens die sessies verskaf, aangesien vroeë identifisering van en intervensie met visueelgestremde leerders vir ons ‘n top prioriteit is.
  • Psigoterapie vir die spektrum van sielkundige behoeftes van die leerders, sowel as voorligting rakende vakkeuses, loopbaangeleenthede en studiemetodes word aangebied.
  • Bronnesentrumdienste word aan hoofstroomskole gebied rakende die identifisering, behandeling en ondersteuning van leerders met visuele hindernisse.
ORIëNTASIE & MOBILITEIT

Twee Oriëntasie en Mobiliteitspesialiste gee opleiding aan leerders tydens individuele sessies. Ten einde visueelgestremde leerders te bemagtig om met groter gemak onafhanklik of met ‘n siende gids te beweeg en te weet waar hulle hul bevind, is dit noodsaaklik dat hulle spesiale vaardighede en tegnieke aanleer.

Die kind se vermoëns en behoefte aan onafhanklikheid word in ag geneem tydens die opleiding om hom/haar onafhanklik te maak. Spesiale aanpassings word gemaak, veral in die gebruik van die langkierie.

Opleiding behels:

  • evaluering van funksionele visie,
  • opleiding in die gebruik van residuele visie,
  • ontwikkeling van sensoriese en motoriese vaardighede,
  • konsep-ontwikkeling,
  • oriëntering en voorbereiding vir opleiding in die gebruik van die langkierie.
SPRAAKTERAPIE

Een spraakterapeut evalueer die leerder en pas terapie toe ten opsigte van:

  • GEHOOR: sifting en ondersteuning rakende gehoorapparate en middeloorontstekings
  • TAAL: woordeskat en korrekte sinskonstruksie, sowel as klankbewustheidsvaardighede
  • SPRAAK: artikulasie, gesplete lip/verhemelte, tegnieke in vloeiendheid by hakkel
  • Eet- en slukprobleme
  • Bronnesentrum – voorligting en ondersteuning aan hoofstroomskole
  • Gemeenskapsdiens – terapie in verdienstelike gevalle
SKOOL MEDIESE DIENSTE
  • Die skoolverpleegster fokus op voorkomende, bevorderende en genesende intervensies ten einde die optimale fisiese, emosionele en sosiale ontwikkeling van leerders te fasiliteer deur die identifikasie van gesondheidsverwante hindernisse tot leer en die akkommodasie daarvan in die leer- en leefomgewing.
  • Primêre, sekondêre en tersiêre gesondheidsdienste word gebied.
  • Verwysings na relevante spesialisdienste; bestuur van medikasie; aanpassings binne die leeromgewing; bewustheid van hindernisse en implikasies; ondersteuningsdienste binne bronnesentrum; visuele sifting; vroeë intervensie, bv. stimulering van visie, ondersteuning aan leerders met meervoudige gestremdhede en doofblindheid binne die leeromgewing; aanpassings vir visuele gestremdheid in die leer- en leefomgewing.
  • Koördinering van gesondheidsklinieke volgens leerderbehoeftes, bv. oog- en tandesorg.
ARBEIDSTERAPIE
  • ‘n Groot aantal leerders aan Pionierskool sal nie in staat wees om effektief in ‘n hoofstroomskool te funksioneer nie weens ‘n verskeidenheid hindernisse.
  • Die probleme wat hulle ervaar ten opsigte van lees en skryf word deur die arbeidsterapeut geïdentifiseer na deeglike evaluering en waarneming in die klaskamer.
  • Hindernisse word aangespreek tydens individuele en groepterapie.
  • Aanpassings word gemaak om hulle in die klaskamer te akkommodeer.
  • Die visueelgestremde leerder benodig ook spesifieke vaardighede en tegnieke ten opsigte van onafhanklikheid om optimaal te funksioneer in die leer- en leefomgewing.
  • Voorskoolse kinders word deur die arbeidsterapeut geëvalueer as deel van die bronnesentrum se betrokkenheid.
  • Voorligting en tuisprogramme wat daarop gemik is om leerhindernisse aan te spreek en te minimaliseer, word aangebied.
  • Gemeenskapsdiens sluit terapie vir verdienstelike gevalle in.
  • Leerondersteuning aan swaksiende en blinde leerders in die onderrigsituasie.
    ‘n Arbeidsterapeut werk as konsultant om leerders se maksimale deelname aan die program te verseker.
  • Die ondersteuningsdienste is beskikbaar om van hulp te wees in die klaskamer (holistiese benadering).

Die volgende gespesialiseerde apparaat is beskikbaar:

  • Perkins Braillemasjien
  • Braille handboeke
  • Donkergroen lyntjiespapier in skryfboeke (swaksiende leerders)
  • Korrekte beligting in klaskamers (swaksiende leerders)
  • Klein klasgroepies
  • Vraestelle/handboeke/notas word in Braille en grootdruk voorsien
  • ‘n Ondersteunende gedragskode om positiewe gedrag/lewensvaardighede te versterk
  • ‘n Oriëntasie en Mobiliteitskursus word tydens skoolure aangebied
  • Aangepaste studiemateriaal vir HNKV

Klasorganisasie:

  • genoeg spasie tussen banke
  • spesiaal aangepaste banke vir blinde leerders
ROUTINE

Weeklikse klasrooster word gevolg, vaste skoolroetine (geen onnodige veranderings)

Intervensies bestaan uit:

  • leerondersteuning (remediërende onderrig)
  • herhalende onderrig
  • lees- en spelprogramme
  • individuele programme
  • vergadering tussen ouer, opvoeder en ondersteuningsdienste

Die volgende konsessies is beskikbaar:

  • Ekstra tyd
  • Effektiewe gedragskode