# data[].attributes.headline
How would support for O&M look like in Tier 1?

# data[].attributes.subject
How would support for O&M look like in Tier 1?

# data[].attributes.headline
How would support for AT look like in Tier 1?

# data[].attributes.subject
How would support for AT look like in Tier 1?

# data[].attributes.body
All classroom teachers conversant with digital tools. Enhancement to SLS for VI students. Digitally inclusive learning environment. PD Plan for teachers to upskill teachers needed. Pedagogical framework - UDL; access to materials and concepts. DI for teaching & learning

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How would support for VI-inclusive PE look like in Tier 1?

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How would support for VI-inclusive PE look like in Tier 1?

# data[].attributes.body
- Does not have to be major adaptations such that a new sport is created; adapting existing sports such as basketball could be sufficient (e.g., throwing ball that emits sound into basket on floor)
- Working with teachers, tapping on their ideas
- Working in pairs (i.e., pairing student with VI with sighted student)
- Inclusive Sports Days
- Raising awareness by having school watch Paralympic games
- About meeting at midpoint, as adaptations have practical considerations as well

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How would support for O&M look like in Tier 2?

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How would support for O&M look like in Tier 2?

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How would support for O&M look like in Tier 3?

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How would support for O&M look like in Tier 3?

# data[].attributes.headline
How would support for VI-inclusive PE look like in Tier 2?

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How would support for VI-inclusive PE look like in Tier 2?

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How would support for VI-inclusive PE look like in Tier 3?

# data[].attributes.subject
How would support for VI-inclusive PE look like in Tier 3?

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How would support for AT look like in Tier 2?

# data[].attributes.subject
How would support for AT look like in Tier 2?

# data[].attributes.headline
How would support for AT look like in Tier 3?

# data[].attributes.subject
How would support for AT look like in Tier 3?

# data[].attributes.headline
What are potential barriers or challenges in implementing this support?

# data[].attributes.subject
What are potential barriers or challenges in implementing this support?

# data[].attributes.headline
What are potential barriers or challenges in implementing this support?

# data[].attributes.subject
What are potential barriers or challenges in implementing this support?

# data[].attributes.body
Teaching adapted PE requires time; VI is low-incidence disability, and students have unique needs - need to tap on relevant expertise on what they are able to do and what accommodations are needed.

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What are potential barriers or challenges in implementing this support?

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What are potential barriers or challenges in implementing this support?

# data[].attributes.body
Buy-in from school, as it may be a departure from their current practices or paradigm; upskilling teachers; time to conduct the conversations.

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What are potential solutions or resources to address these challenges?

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What are potential solutions or resources to address these challenges?

# data[].attributes.headline
What are potential solutions or resources to address these challenges?

# data[].attributes.subject
What are potential solutions or resources to address these challenges?

# data[].attributes.body
Bringing in external service providers to share their expertise; consultation of students and other individuals with VI (e.g., Resource Teachers) on suitability of adapted activities; tie in with awareness building and building of inclusive school culture so sighted students understand why they are learning to play these adapted sports.

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What are potential solutions or resources to address these challenges?

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What are potential solutions or resources to address these challenges?

# data[].attributes.body
Learning communities. PSB as co-ordinators of the resources.

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sound, pressing to help with giving directions, spatial awareness 

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sound, pressing to help with giving directions, spatial awareness 

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Tier 1: walk ways, paths , removal of obstructions , hazards, safety considerations hazards, peer supporter roles 

# data[].attributes.subject
Tier 1: walk ways, paths , removal of obstructions , hazards, safety considerations hazards, peer supporter roles 

# data[].attributes.headline
phone apps take photo of location, GPS ideas

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phone apps take photo of location, GPS ideas

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t1: whole sch awareness of types of VI, what are some difficulties, (e.g., tunnel vision have limited peripheral vision) 

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t1: whole sch awareness of types of VI, what are some difficulties, (e.g., tunnel vision have limited peripheral vision) 

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self-advocacy (may prefer a4 rather a3 dont assume)

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self-advocacy (may prefer a4 rather a3 dont assume)