About multi-sensory impairment
Multi-Sensory Impairment refers to the impairments of both sight and hearing.
Learners with multi-sensory impairment may have difficulty with:
This should be a must for all those working in MSI. The training has been excellent for extending and deepening my knowledge of MSI. I have found that the in depth areas covered are far more detailed and supportive of learning than other courses attended.
- forming relationships, as they can miss visual or auditory cues, such as smiles, looks or speech
- their awareness of pressure, temperature and pain, as well as sight and hearing
- learning at the same pace as other students
There is often a wide variation in both the degree and type of impairment they experience and, therefore, the level of support they need.
I thought the course was brilliant, I have learnt a lot and feel more able to think in depth about children with MSI and the most inclusive practice.
Who is the course for?
Our Multi-Sensory Impairment course is perfect for those who work with MSI children in schools, such as teachers, teaching assistants, SENCO’s and school leaders. The target age range is compulsory education (4-18 years) but the course may also be useful in early years settings. Our course will also be of benefit to parents of children looking for support with managing multi-sensory impairment.
Why join the course?
Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting learners with multi-sensory impairment.
Ability to meet the needs of learners with a multi-sensory impairment
- Not confident
- Somewhat confident
- Fairly confident
- Very confident
As of July 2019
This course looks at the impact multi-sensory impairment can have on a learner’s life. It shows how you can make your classroom and practice more inclusive for these learners and offers practical assessment ideas and intervention strategies.
This training has been invaluable at providing me with more 'tools for my toolbox'. I am now more aware of MSI learner needs and can implement some strategies I have learnt for my learner. It has made me feel more valued as an intervenor.
This course aims to develop the knowledge, understanding and skills of all those working with children and young people with multi-sensory impairment to support inclusive practice.
Learn about the main senses and how they work together, and the common causes of MSI. Discover factors affecting how children use their senses and explore the implications of MSI for communication, access to information, movement and mobility and development.
Assessment for Learning
Understand the knowledge and skills required to undertake assessments, the teacher’s role in supporting assessment and the process of multi-agency assessment. Explore various forms of assessment, including formal and informal, functional, objective, environmental and social care.
Explore the range of support options and the roles of a variety of support workers. Understand the importance of putting the child at the centre of the planning and interventions of all the services involved, and the need to develop a wide range of interventions to respond effectively to the child’s strengths and needs.
View real examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.
What you will learn
On successful completion of the course, participants will be able to:
- identify the implications of a multi-sensory impairment for communication, mobility and movement, access to information and development
- explain the additional learning needs associated with a multi-sensory impairment
- explain how multi-agency teams conduct assessments for students with complex needs
- contribute to the planning of interventions that consider a child’s developmental profile and needs
- analyse and evaluate the visual, acoustic and physical environment of a classroom
- use the observation tools provided to describe the function skills of learners
- apply a graduated response to meeting the needs of vision impaired pupils based on the assess, plan, do review cycle
- devise interventions to develop communication and social skills
- make reasonable adjustments in the classroom environment to maximise the inclusion of learners
- identify other multi-agency teams that can collaborate to provide specialist support to schools and families
- make reasonable adjustments to the curriculum by modifying teaching resources
- set SMART goals and implement strategies for improving learner outcomes