• 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 counselling 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 learners with visual barriers are offered.
  • Assessment accommodations are available.

Two Orientation 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.

Training entails:

  • evaluation of functional vision,
  • training in the utilizing of residual vision,
  • development of sensory and motor skills,
  • concept development,
  • orientation and preparing for and training in the use of the long cane.


Echolocation – to “see” with sound

We start by sensitising students to echoes, usually by having them detect and locate easy objects, such as large wooden panels and plastic trays. Once they can do this, we move on to learning to recognise more complex echoes such as staircases, metal poles, walls, openings, windows and doorways.

They actively create sounds, such as by tapping their canes, lightly stomping their feet or by making clicking noises with their mouths or fingers.

By interpreting the sound waves reflected by nearby objects, a person trained to orientate with echolocation can accurately identify the location, density and sometimes the size of nearby objects and not only use this information to steer around obstacles and travel from place to place, but also detect small movements relative to objects.

  • 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, 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.
  • Transport to services in Worcester is at no cost, but for transport towards services outside Worcester a special rate will be charged.
  • Pioneer School makes provision for learners who would not be able to function or learn optimally in a mainstream school, due to a variety of learning barriers and high support needs.
  • These barriers to learning include: sensory integration difficulties, muscle tone related difficulties, poor motor planning skills, under-developed gross- and fine-motor skills, and perceptual difficulties.
  • Learning barriers are identified by the occupational therapist through thorough assessment, as well as observation in various environments, such as classroom, playground, sport, hostel, home.
  • Barriers are addressed during direct individual or group therapy, as well as in collaboration with the multidisciplinary team, educators and parents/caregivers.
  • Environmental adaptations are recommended to accommodate and support learners in the classroom.
  • The visually impaired learner also needs specific skills and techniques with regard to independence in Activities of Daily Living (ADL). This is addressed through direct therapy, ADL programmes in the hostels and training of caregivers.
  • Visually impaired pre-school children and babies are assessed by the occupational therapist as part of the resource centre’s involvement. Counselling and home programmes are provided, aiming to address and minimize learning barriers as early as possible.
  • Learner support for partially sighted and blind learners in the teaching environment
  • The support services are available to assist in class (Holistic approach)

The following specialised equipment are available:

  • Perkins Braille machine
  • Braille textbooks, examination papers, tests, etc.
  • Acrobat Reader (partially sighted learners)
  • Dark green lined paper and writing books (partially sighted learners)
  • Correct lighting in classes (partially sighted learners)
  • Apex braille note
  • Magnifiers
  • Individualized teaching approach and ITP
  • Small class groups
  • Question papers/text books/notes are provided in Braille, large print, small print and on audio tapes depending on the needs of the learners
  • Learners answer question papers in Braille, in writing or on the computer
  • Amanuensis is available for certain learners who qualify for it
  • Mainstream tuition in small class groups with learner support, interventions, examination support and audio-visual aids
  • 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 (mainstream curriculum)
  • Enough space between desks
  • Special desks adapted for blind pupils

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

Intervention consists 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 during examinations and assessments:

  • Extra time
  • Audio support
  • Amanuensis (Assisting with reading and writing of examination papers)
  • Promote efficient life skills
  • Support with study methods
  • 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.
  • Assesserings akkommodasies is beskikbaar
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.


Eggo-lokalisasie – om te “sien” deur middel van klank

Ons begin deur studente sensitief te maak vir eggo’s, gewoonlik deur hulle te vra om maklike voorwerpe op te spoor, soos groot panele en plastiese skinkborde. Wanneer hulle dit kan doen, leer ons hulle om meer komplekse eggo’s soos trappe, metaalpale, openinge, vensters en deuringange te vind.

Hulle skep aktief geluide, soos om hul kieries op die grond te tik, hul voete liggies te stamp of deur klapgeluide met hul mond of vingers te maak.

Deur die klankgolwe wat deur die nabygeleë voorwerpe gereflekteer word, te ontleed, kan ‘n persoon wat vertroud is met eggo-lokalisasie die plek, digtheid en soms ook die grootte van nabygeleë voorwerpe bepaal. Hul gebruik die inligting dan nie slegs om die voorwerpe te omseil of om veilig van plek tot plek te beweeg nie, maar ook om kein bewegings in verhouding tot die voorwerpe te bespeur.

  • Die skoolverpleegkundige 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, 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.
  • Vervoer na dienste in Worcester is gratis, maar vir vervoer buite Worcester sal daar ‘n spesiale tarief gehef word.
  • Pionierskool maak voorsiening vir díé leerders wat moeilik in ‘n hoofstroomskool sal funksioneer (weens ‘n verskeidenheid leerhindernisse ) en dus hoë vlakke van ondersteuning benodig.
  • Hierdie hindernisse kan insluit gebrekkige sensoriese integrasie, spiertonus-verwante uitvalle, swak motoriese beplanning, onvoldoende growwe en fyn motoriese vaardighede en onvoldoende perseptuele vaardighede.
  • Leerhindernisse word identifiseer deur individuele evaluering asook waarneming in die klaskamer tydens onderrig, en word aangespreek in samewerking met die multi-dissiplinêre span, die opvoeders en die ouers/ versorgers.
  • Leerders word behandel in groepsverband en/of individuele terapie, afhangende van hulle behoeftes.
  • Aanbevelings word gemaak t.o.v. aanpassings in die klaskamer.
  • Die visueelgestremde leerder benodig ook spesifieke vaardighede en tegnieke ten opsigte van hulle onafhanklikheid in Aktiwiteite van die Daaglikse Lewe (ADL). Dit word aangespreek d.m.v. direkte terapie, ADL programme in die koshuise en opleiding aan die versorgers.
  • Voorskoolse kinders en visueel gestremde babas word deur die arbeidsterapeut evalueer om reeds so vroeg as moontlik insette te gee om leerhindernisse te verminder.
  • Voorligting en tuisprogramme wat daarop gemik is om leerhindernisse aan te spreek en te minimaliseer, word aangebied.
  • Leerondersteuning aan swaksiende en blinde leerders in die onderrig-omgewing
  • Hulpdienste is beskikbaar vir hulpverlening in die klas (holistiese benadering)
Die volgende gespesialiseerde apparaat is beskikbaar:

  • Perkins Braillemasjien
  • Braille handboeke, eksamenvraestelle, toetse, ens.
  • Acrobat Reader (swaksiende leerders)
  • Donkergroen lyntjiespapier in skryfboeke (swaksiende leerders)
  • Korrekte beligting in klaskamers (swaksiende leerders)
  • Apex Braillenotas
  • Vergrootglase
  • Geïndividualiseerde onderrigbenadering en ITP
  • Klein klasgroepies
  • Vraestelle/handboeke/notas word in Braille, grootdruk, kleindruk en op oudio verskaf, afhangende van die behoeftes van die leerders
  • Leerders beantwoord toetse en vraestelle in Braille, handskrif of op die rekenaar
  • Amanuensis is beskikbaar vir leerders wat daarvoor kwalifiseer
  • Hoofstroom onderrig in klein klasgroepe met leerondersteuning, intervensies, ondersteuning en oudiovisuele hulpmiddels
  • ‘n Ondersteunende gedragskode om positiewe gedrag/lewensvaardighede te versterk
  • ‘n Oriëntasie en Mobiliteitskursus word tydens skoolure aangebied
  • Aangepaste studiemateriaal vir HNKV
  • Genoeg spasie tussen banke
  • Spesiaal aangepaste banke vir blinde leerders

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 tydens eksamens en assesserings:

  • Ekstra tyd
  • Oudio-ondersteuning
  • Amanuensis (hulp met lees en skryf van vraestelle)
  • Bevorder effektiewe lewensvaardighede
  • Hulp met studiemetodes

+27 (0)23 342 2313 (T)  |  +27 (0)23 342 3959 (F)
20 Adderley Street, Worcester, 6850