MSI Unit Curriculum - Sense

MSI Unit Curriculum: Phase 2Progress and prioritiesDespite these challenges, Kieran has made considerable progress over the lastfew years. Currently:• he communicates using routines, some natural contextual cues, objects ofreference, intonation and whole-body movements;• he wears digital hearing aids, and his responses to speech and other soundshave increased;• he explores very delicately with his left hand and is beginning to respond totextures, shapes and air currents;• his recognition of familiar objects has improved, together with hisunderstanding of their uses and meanings;• he has sitting balance and enjoys using a standing frame;• he has maintained his interest in the world and his joy in interacting withother people.When Kieran joined the Victoria MSI Unit at the age of two, he was functioningat Phase 1 of the Curriculum. He is now making progress within Phase 2, andwork with him centres on helping him to make better sense of his world – bydeveloping strategies to find out more about the people and world around him,and by ordering and structuring what he finds out, so that he can return to whathe has learnt and build on it in the future.Snack and standEvery morning, Kieran explores and eats breakfast cereal in his standing frame.He enjoys this activity, which has been part of his timetable for several years.Kieran has become much less anxious about eating, and over the last year or sohas moved from feeling the cereal to feeling and eating it.Kieran is cued for the activity by Liz, one of his keyworkers. All the objects used(standing frame straps, bowl, cereal, bowl lid, apron) are presented to Kieran oneby one. Liz sits with her body enclosing Kieran’s so that he feels her movements– this mode of communication is much more accessible to him than speech,objects or even on-body signs, so Kieran can concentrate on what Liz is doing,rather than on how she is doing it. Liz offers Kieran each object, but then leaveshim to find and explore it in his own time and way. She does not take his handsor model particular ways of handling the objects.52