Welcome to the online e-learning tool.
The Seen but Seldom Heard project has supported young disabled people with a range of different ways of communicating to be heard. The aim is to inspire and challenge young people in schools and colleges to think about disability and discrimination differently.
The activities and information contained within this learning tool will support you to reflect upon and to think creatively about issues concerning young people’s experiences and of disability. The development team include Lauren Taylor, Hugo Lucas-Rowe and Dave Young; the Seen But Seldom Heard Poets 2012-14; Rowena Revill and Nathan Revill at Dorset Creative; and Lee Ann Fenge, Caroline Hodges and Wendy Cutts at Bournemouth University.
You might spend some time familiarising yourself with the poetry written and performed by the young people:
If you are a student taking this course on your own or have been instructed to work though it without a teacher, click the Students icon above or here to start.
As you do so, consider: What is your favorite poem? Why do you like it? How does it make you feel? What is the ‘story’ being told? Why is the poem effective in telling the story? What is the main thing to be learned from the poem? And, finally, what does the poem tell us about disability?
Glossary / Key Terms
How to use this Glossary / Key Terms
British Sign Language
You will find that the term ‘sensory impairment’ is commonly used by professionals rather than ‘sensory impaired’ individuals themselves who may be more likely to use the terms below.
There are three very distinct groups within sensory impairment:
- visually impaired people
- hearing impaired people
- deaf-blind people
Legal blindness (which is actually a severe visual impairment) refers to a best-corrected central vision of 20/200 or worse in the better eye or a visual acuity of better than 20/200 but with a visual field no greater than 20° (e.g., side vision that is so reduced that it appears as if the person is looking through a tunnel).