Integrating Technology into Literacy Based Activities for Children with Deafblindness

1. Integrating Technology into Literacy Based Activities for Children with Deafblindness Patricia Weismer, MS.Ed Teacher Perkins School for the Blind

2. What is literacy? Old definition: �ability to read and write�

3. New definition: Development of concepts Meaningful contexts Learning from broad experiencesDevelopment of concepts Meaningful contexts Learning from broad experiences

4. Goals of Reading & Writing Ultimately the goal of reading is for the reader to obtain meaning from text and apply it to the world and oneself. The goal of writing is to communicate an individuals understanding of the world and themselves through written text. (Koppenhaver, 2000)

5. Challenges Delayed concept development Decreased incidental learning Reduced exposure to literacy materials Medical challenges What are the challenges for students with multiple disabilities Lack of early experiences Concept development may lag behind due to: motor impairments visual impairments hearing impairments health issues behavioral issues Reduced exposure to literacy May not see parents and/or siblings reading newspapers, writing out grocery lists, and reading books May not hear language in stories being read aloud For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy Reading aloud May not occur as frequently Parents may feel that information in print is not accessible to their child For students with visual impairments, parents may not read Braille For students with hearing impairments, parents may not sign Lack of readily available materials Braille Large print Technology (voice output, switches) Objects Adapted pages for turning Books may need to be homemade Special orders, cost, etc�. What are the challenges for students with multiple disabilities Lack of early experiences Concept development may lag behind due to: motor impairments visual impairments hearing impairments health issues behavioral issues Reduced exposure to literacy May not see parents and/or siblings reading newspapers, writing out grocery lists, and reading books May not hear language in stories being read aloud For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy Reading aloud May not occur as frequently Parents may feel that information in print is not accessible to their child For students with visual impairments, parents may not read Braille For students with hearing impairments, parents may not sign Lack of readily available materials Braille Large print Technology (voice output, switches) Objects Adapted pages for turning Books may need to be homemade Special orders, cost, etc�.

7. Technology

8. Assistive Technology �Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customize, that is used to increase, maintain, or improve functional capabilities of a child with a disability.� http://idea.ed.gov

9. Instructional Technology �Instructional technology is any software or hardware designed to teach the general population of children ideas and concepts�� http://www.cec.sped.org

10. Universal Design �Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.� http://www.cast.org

11. Principles of UDL Principle 1: To support recognition learning, provide multiple, flexible methods of presentation Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. Principle 3: To support affective learning, provide multiple, flexible options for engagement. Teaching Every Student in the Digital Age (Rose & Mayer, 2002)

12. Technology, UDL and Literacy Books Off-the-shelf book Audio Book Book on CD, tape, or MP3 Electronic book Using AT hardware and software Individualized Worksheets Paper worksheets Electronic worksheets

13. Why use Technology? Increases motivation and engagement Increases independence Appropriate access modes Activities easily modified for diverse students Promotes group interaction and activities Group �jobs� (scaffold participation)

14. Choosing the Right Technology and Software What will motivate the student? What are the student�s strengths? What the student�s access needs? What is the GOAL of the activity? How will you assess the skills learned?

15. Access Modes

20. Access Modes Consult with OT and PT Positioning Motor skills Consult with Speech Therapy Use of appropriate symbols/language Teach the access mode Repeat the motor pattern until automatic Increase content as motor skills become automatic

21. Access Modes Cognitive Load vs. Physical Load Guide to choose activities Consider learning objectives Give opportunities to increase fluency with technology Use a combination of off computer and on computer activities Braille vs. text read aloud Writing vs. typing on a computerBraille vs. text read aloud Writing vs. typing on a computer

22. Software

23. PowerPoint Commonly available--can often be shared with families Single switch (cause-effect) can be used but not scanning Music, text-to-speech software can be incorporated Free text-to-speech software is available for the Windows based PPT Text can be adapted to preferred contrast/size Easily printable to make paper version

24. Clicker5 Switch accessible (single/step-scan) Pre-made templates available Pre-made activities available from activity exchange Extension activities available within the software Auditory preview options available with scanning Curriculum activities available for all subject areas

25. Intellitools Classroom Suite Switch accessible (single/step-scan) Templates available within software or on the activity exchange Many extension activities available to support learning/literacy activities Curriculum activities available for all subject areas Activities can be very individualized or customized

26. Creating a Literacy Based Unit Literacy Kits Reading and Writing Assessment Activities

27. Reading

28. Story Boxes & Literacy Kits Props related to the story Adapted book(s) Appropriate for each student Audiobooks Switches Story box Communication boards Extension activities Worksheets Games Electronic activities Assessment The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001). Assessment - Wh- questions, quizzes, drawing Assessment Strategies - Role play - objects Drawing Wh- questions The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001). Assessment - Wh- questions, quizzes, drawing Assessment Strategies - Role play - objects Drawing Wh- questions

29. Story Boxes Level 1 - Real Experience Story Box or Bag No book needed Objects are connected with a familiar experience Can write down a few words or lines so that you use the same language every time Can add an object/print/Braille label on the outside of the box/bag to give the story a title or use a container that is unique to the story eg. Use a suitcase for the story �Overnight at Grandma�s House� Level 2 - Familiar Activity Story Box or Bag Choose books about familiar events or activities Find real objects that relate to the story Label the box with a title Level 3 - Story Boxes or Bags Books are more abstract and not related to everyday activities Books can be nursery rhymes, characters from movies or television shows Can use miniature objects to represent aspects of the story Level 4 - Read Aloud Story Boxes Repetitive, rhythmic or predictable books Usually contain raised line representations of objectsLevel 1 - Real Experience Story Box or Bag No book needed Objects are connected with a familiar experience Can write down a few words or lines so that you use the same language every time Can add an object/print/Braille label on the outside of the box/bag to give the story a title or use a container that is unique to the story eg. Use a suitcase for the story �Overnight at Grandma�s House� Level 2 - Familiar Activity Story Box or Bag Choose books about familiar events or activities Find real objects that relate to the story Label the box with a title Level 3 - Story Boxes or Bags Books are more abstract and not related to everyday activities Books can be nursery rhymes, characters from movies or television shows Can use miniature objects to represent aspects of the story Level 4 - Read Aloud Story Boxes Repetitive, rhythmic or predictable books Usually contain raised line representations of objects

30. Advantages of Electronic Books Electronic books vs Audiobooks Books can be easily modified for a diverse group Pictures, text, and content Books can be easily modified for varied lessons Promotes INDEPENDENT book reading skills Reading the book, choosing the book , holding the book Bring the book experience �alive� Animations can be included Interactive features can be included Quizzes, hunt and find activities, click on a picture and it animates

31. Student Considerations Visual Tactile Physical Cognitive Lesson goals and objectives

32. Adapting Books Modifications to pictures Simplify backgrounds Highlight main picture Reduce clutter Color considerations

33. Adapting Books Modifications to print Language/content Layout Font Size Add symbol support

34. Adapting Books Tactile enhancements Braille Consider reading skills Highly main words or simplify sentences Use of contractions Use of tactile symbols or objects Use during assessment activities Use of tactile enhancements Replace the pictures

35. Communicating about it!

36. Communication Switches Big Mac (or other similar switch) Repetitive line in a story Journal entry Yes/No questions Comment (Yay, I like it�) Step-by-step Repetitive line in a story Social scripts Morning meeting preparation

37. Communication Boards Software Boardmaker - www.mayerjohnson.com Speaking Dynamically Pro Picture It - www.slatersoftware.com Uses Communication during group activities Expressive communication while reading a story Use low-tech paper copy or voice out-out device

38. Considerations with Communication Boards Consistency Use familiar symbols/words across all settings for generalization Keep a similar format for all boards Vision Layout of board Fonts Contrast

40. Supporting Activities Matching activities Sorting activities Sequencing activities Vocabulary review Writing activities Worksheets Responses Making your own books Assessment

41. Making own books Fun and engaging activity Promotes language and communication skills Teaches books can be different: Shape and size have different parts (pages, cover, etc.) may contain pictures and writing Book skills Read left to right Written by author (Swenson, 1999, p.27)

42. Experience stories Incorporate a class experience Teaches concept of self and others �Written� using the experience Objects collected Tactile symbols created Pictures Songs Vocabulary Expand on a social experience Write the story together or share the story

43. Journaling & Home Books Develop memory skills and develop vocabulary Expand on language skills Answering questions Commenting Expand on writing skills Objects, tactile symbols, pictures, words, text

44. Assessment Strategies Use meaningful activities Find ways to increase independence Assistive tech Design of the activity Teaching time vs assessment time Purposely change things and observe Invert letters, text, pictures, sentences

45. Assessment Create activities for assessment of your students� skills and comprehension Answer questions about stories read Fill in the blank Post tests Alternate Assessment data collection Electronic data collection

46. Positive Literacy Outcomes Discover that books are fun Foster a desire to read Awareness that symbols represent meaning Understand that stories come from print Awareness of the structure of a story Hearing �book language� as different from �conversational language� Develop new vocabulary Learn book handling skills (Stratton, 1996; Newbold, 2002)

47. What now? Take one step at a time Use ready made and available resources Plan with the team

48. Thank You Resources Patricia.Weismer@perkins.org

49. Works Cited Koppenhaver, D. 2000. Literay in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16, 270-279. Miles, B. 2000. Literacy for persons who are deaf-blind. Monmouth, OR: DB-LINK: The National Information Clearinghouse on Children Who Are Deaf-Blind. Miller, Cyral. 2001. What is the Expanded Core Curriculum for Blind and Visually Impaired Students? See/Hear. Musslewhite, C. & King-DeBaun, P. (1997). Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Communicating.Newbold, S. 2000. Emergent literacy for young blind children. Phoenix: The Foundation for Blind Children

50.  Reading Language Arts: Shared reading. From the MCPS Early Literacy Guide. Retrieved April 29, 2005, from http://www.mcps.k12.md.us/curriculum/english/shared_reading.html Spadorcia, S. & Sturm. (2001). Literacy Kits. Adapted from K. Erickson. Handout from Graduate Course: Emergent Literacy and Numeracy Instruction for Children with Severe Special Needs (ESPED 6127 Section 21). Lesley University, Cambridge, MA. 2003. Stratton, J. 1996. Emergent literacy: A new perspective. Journal of Visual Impairment and Blindness, 90(3), 177-18 Swenson, A. 1999. Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press. www.cast.org