SEND advice and guidance

Design and technology

Strategies for teaching design and technology to children and young people with a visual impairment

General points to consider

  • All the usual health and safety regulations apply. The subject teacher has ultimate responsibility for the child or young person’s safety. These will apply even if the child or young person has to sit out for any reason.
  • Consider the need for a practical assistant or teaching assistant. Ensure planning is shared in advance. For more guidance about the use of a practical assistant see Joint Council for Qualifications using the following link: https://www.jcq.org.uk
  • Consider how to minimize movement in the classroom depending on the classroom activities.
  • Use tactile-coded bins to distinguish different materials.
  • Outline each tool on a rack with a thick border or shaded background for visibility.
  • Ensure guards are in place.
  • Maintain a high-contrast background on workbenches and prevent tool handles from overhanging.
  • Use thick marker pens to show where to cut
  • Have rules for movement around the room and keep the layout of the room consistent to encourage independence
  • Cutting techniques may need to be pre taught. Ask the child or young person what they have used before or have experience of.
  • Focus on what is actually being assessed/ learnt​
  • Use rich descriptive language​
  • Have examples or models for child or young person to explore​
  • Use the child or young person’s name when addressing them​
  • Know what is and isn’t possible to do safely​
  • To develop independent learning, ask the child or young person (1st) and supporting staff (2nd) for advice​ about what helps them.
  • Keep instructions concise
  • Ensure support staff are confident with the techniques
  • Give one-to-one instruction for equipment (& demo first)​. Highlight the sound it makes when the machine is working well. Encourage the young person to notice when it makes a different sound which may indicate it isn’t working
  • Use a sample model first to show what the piece will look like​
  • Constant reassurance & feedback when using new tools and machines​
  • Room layout

    Consider how to minimise the need move around the classroom during the lesson:

    • Think about zoned areas for differing activities.
    • Tape walkways to help navigation around the workshop.
    • Ensure your classroom is as clear of clutter as possible

    Have clear routines within the Design and Technology (D&T) lesson including:
    • Setting up
    • Packing away
    • Preparing for a practical
    • Using a particular tool

  • Working Practices

     

      • Use tools with bright contrasting colours (helps everyone!)​

      • Give individual instructions in the safe use of hazardous equipment. Provide in braille or large print for reference.

      • Provide a safe working space with task lighting, if necessary. Use a non-slip mat, such as Dycem,  on working surfaces. Ensure that mat contrasts well with the tabletop.

      • Choose topics and options carefully – some are more accessible than others. E.g. some children and young people are particularly skilled at drawing, graphics and computer based work because their near vision is still very efficient.

      • Base projects on topics within the child or young person’s experience. Do not assume prior knowledge in a given topic.

      • Check understanding using discreet questioning.

      • Omit unnecessary tasks – avoid repetition of time consuming stages of a process once the child or young person has demonstrated proficiency.

      • Use 3D materials in the planning and design stage as an alternative to drawing or making a model as a starting point.

      • Use clear verbal descriptions to support demonstrations.

      • Have sample models ready to illustrate each stage of the making process which are robust for the child or young person to explore.

      • Provide appropriate tools and materials for the task. Modified tools and/or working practices be necessary for the child or young person. Choose low tech solutions if possible.

      • Use long nosed pliers to hold a nail when using a hammer and nail. This can help protect fingers if the child or young person doesn’t have binocular vision.

      • Ensure close adult supervision, e.g. in the use of glue guns

      • Use hand over hand demonstrations to illustrate correct techniques.

      • Ensure safety goggles are scratch free. However, if they still reduce the child or young person’s residual vision, so as to make wearing them impractical, find a safe alternate method of working.

      • Have good quality magnifiers available for fine tasks e.g. soldering.

      • Provide pre-printed tables and grids where possible.

      • Consider recording instructions in audio format.

  • Equipment

      • High contrast bright tools​

      • Consider Talking tape measures, scales, microwave, thermometer, colour and light detectors, jigs

      • Use Bluetack, bumpons, and Tactimark​ to highlight measures on e.g. jugs

      • Provide measuring jugs/beakers in specific measurements e.g. 100ml unless the focus on the lesson is to practise measuring skills!

      • Equipment trays and spill trays​

  • Tips for engineering

      • Let the young person handle all demo tools and parts​

      • For cutting, provide a starting groove​

      • Use something high contrast or tactile to show front/back​

      • Use the Upright Drill Press with a jig for drilling​

      • Demonstrate that the iron/equipment may be hot but promote confidence in a young person’s ability to be able to learn to use it.

      • Let the young person investigate the cold pieces prior to soldering. Consider labelling the parts so that the can be identified and constructed in order. Support with fiddly parts e.g. use hand over hand technique.

      • Soldering: Pre teach skills using a cold iron, staff to use clear, concise language to explain the steps. For the activity, young person could demonstrate techniques using a cold iron then direct support staff/practical assistant to complete the hot soldering

  • Product design

      • Pre teaching: Allow the child or young person to handle the tools. Highlight correct techniques for use.

      • Sawing: Provide a starting groove. Tenon Saws support cutting with accuracy and precision

      • Sanding: Pre teach and organise sand paper into different grades. Encourage the child or young person to feel the difference in the texture of the wood pre and post sanding

      • Using a belt sander: Use a knee or foot stop and a crab claw pinch to hold the wood

      • Drill: An upright drill press and a jig can be safer to use and will be less tiring than using a hand drill

  • Additional signposting

    Modified exam past papers available via the following link: https://www.jcq.org.uk/examination-system/past-papers/

    Books  (available on RNIB Bookshare):

    • Meeting SEN in the Classroom: Design and Technology by Louise Davies . ISBN: 9780203823316
    • 101 Inclusive and SEN Art, Design and Technology and Music lessons fun for children 3-11 by Kate Bradley and Clare Brewer. ISBN: 9781784507121

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