Special needs teachers make their own thinking visible to children through the established therapy tools of visual prompts and timetables.
Children make their thinking (needs and wants) visible to teachers with augmented communication tools, pictures, and apps for small and large screens.
Our challenge is to make the child’s learning visible to himself, to provide a more reflective process for the special needs learner. The challenge for the school and the teacher is time.
Chelsea Group invested two years research into a practice of experiential and reflective learning.