Area 7 of the framework considers the teaching of methods children and young people can use to access, manage and produce information as independently as possible.
Examples of targeted outcomes include:
- understanding and developing a range of suitable approaches to accessing and presenting information (for example, tangible objects or objects of reference, print, speech, recordings, braille, tactile graphics)
- recognising that taught strategies to accessing information will change, and this may be linked to developmental stage or changing circumstances (for example, in relation to level of vision, or child or young person’s views)
- choosing suitable approaches (or combinations of approaches) to accessing and presenting information in different circumstances. This should include low-tech solutions to provide alternative options when technologies fail
- managing information so that it can be accessed when needed (for example, contacts, timetables, diaries)
- supporting the development of key concepts around numeracy and data at an appropriate age or stage of development, including (where appropriate) supporting understanding of braille codes and language relating to the key concepts both in maths and science
- supporting the development of tactile skills to promote and facilitate access to two and three-dimensional representational material such as tactile maps, diagrams, pictures and other material
- supporting ability to choose specific approaches (or combinations of approaches) to information access in particular contexts (e.g. exam skills, in lessons and independent study)
- managing information, for example, file or folder management, organisational skills, editing or bookmarking, revision skills – this includes teaching specific study skills for students accessing information in non-visual ways
- learning to use, recognise and manage the tools needed to access information (for example, low vision devices, technology, software and hardware)
- understanding the wider systems required to access information: when to seek support, when to seek accommodations, being aware of entitlements