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Solidariteitsprojecten van, voor en met blinden en slechtzienden:
diensten op maat voor mensen met een visuele handicap

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Getting started

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Schools and teachers can approach Snizzly Snouts in different ways.

We suggest that your school team first answers a few questions.

Afterwards you can get to work in an appropriate and well-considered manner.

 

 

Will we use this book...

  • throughout the school?
  • in nursery classes or in the lower section?
  • in certain classes?
  • ...

Will we work...

  • with the whole book?
  • with certain aspects or parts of the book?
  • with one poem?
  • ...

To what extent will we introduce the overall theme (the experiences of blind and visually impaired persons)? In which class(es) will this theme be emphasized?

  • How will we introduce the ‘inclusive’ book?
  • Will we give specific lessons about this?
  • How will we use the book as an object to feel?
  • Which working methods will we choose for this?

Will Snizzly Snouts be a school project?

  • Will we use the complete book and will each class focus on one aspect or part?
  • Will we use the complete book but transcend class levels, perhaps allowing the pupils to choose?
  • Will we do this once / systematically / for a certain period?
  • Will we do this at regular, recurring moments?
  • Will we involve external parties?
  • Which general object do we want to pursue?
  • Which learning content and learning activities do we want to plan?
  • What do we want to emphasize?
  • Do we want to create a show moment?
  • Who is responsible for what?
  • ...

Will we opt for the elaboration of fixed ideas?

  • Will every classroom work out a Snizzly Snouts idea every year?
  • Which learning content and learning activities does each class want to plan?
  • How will we define the issues so that there is no overlap?
  • Will we involve external parties?
  • ...

Will we opt for the integration of Snizzly Snouts in other fixed themes?

  • Which themes are suitable for integrating Snizzly Snouts?
  • Which learning content and learning activities does each class want to plan?
  • How do we define the issues so that there is no overlap?
  • Will we involve external parties?
  • ...

Will we opt for working out some lesson activities in each class?

  • Which learning areas offer opportunities to work with Snizzly Snouts?
  • Which learning content and activities does each class want to plan?
  • What does each class want to emphasize?
  • How will we define the issues so that there is no overlap?
  • ...