A Functional Approach to Teaching Braille Reading and Writing to Adventitiously Blinded Adults and Teenagers.

1. A Functional Approach to Teaching Braille Reading and Writing to Adventitiously Blinded Adults and Teenagers.  Diane P. Wormsley, Ph. D. Brenda Brodie Endowed Professor North Carolina Central University

2. What is a Functional Approach? We first need to know the answer to the question: What is Functional Literacy? Description of Literacy Levels Emergent Literacy Basic Literacy Functional Literacy Look at handouts for the various stages of literacy. WE first need to know what functional literacy is in order to understand a “functional approach.” They are similar but not exactly the same. Handouts on stages of literacy. Handout on various uses of literacy across the environments. Information about how we use increasingly sophisticated types of functional literacy as our level of basic literacy rises. Example: Architect using a blue print to design a building, Man reading a road map (still not asking for directions) to figure out where to go. Woman reading a recipe US citizens doing taxes – increasingly sophisticated basic literacy required for this. Look at handouts for the various stages of literacy. WE first need to know what functional literacy is in order to understand a “functional approach.” They are similar but not exactly the same. Handouts on stages of literacy. Handout on various uses of literacy across the environments. Information about how we use increasingly sophisticated types of functional literacy as our level of basic literacy rises. Example: Architect using a blue print to design a building, Man reading a road map (still not asking for directions) to figure out where to go. Woman reading a recipe US citizens doing taxes – increasingly sophisticated basic literacy required for this.

3. What is the Functional Approach to Literacy? Meaning-centered rather than skills-centered Draws upon what is meaningful to the learner – especially with the Key Vocabulary - (Ashton-Warner 1963) IMPORTANT: Using a “Functional Approach” doesn’t necessarily imply we use only words related to functional tasks or functional literacy. Utilizes other approaches when meaningful for learner This is revealed one part at a time, which permits me to talk about the skills centered approaches part of this and then go through the other approaches. Relate to handoutsThis is revealed one part at a time, which permits me to talk about the skills centered approaches part of this and then go through the other approaches. Relate to handouts

4. Basis of Functional Approach Meaning-centered Outside-in Facilitates language and concept learning Introduces skills-based instruction in relation to key words learned Individualized Promotes motivation to learn to read

5. Who is at risk and needs this approach, why and for how long? Adult learner who is adventitiously blinded School-aged learner, adventitiously blinded Learner with mild –moderate cognitive impairment Learner with severe to profound cognitive impairment Learner with multiple impairment including physical impairments Learner with deaf-blindness AA

6. Differences between Print and Braille Reading Differences in how the two media are read: Mechanics – eyes vs. fingers Perception – sequential vs. “all at once”

7. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it.

8. Other Differences Between Print and Braille Differences in the extent of the literacy media in the environments of the readers: Braille in the environment – Harry Potter is in braille! Quantity of literature Numbers of role models for reading/writing

9. Other Differences Between Print and Braille (cont.) Differences in the ability to get cues for words from the pages of the readers (print readers have pictures to help with words). Differences in the number of symbols used in the literacy medium (contracted braille) and when the students are introduced to them.

10. Other Differences Between Print and Braille (cont.) Differences in redundancy in print and braille – relates to confusability of characters. “The problem of confusability applies to some extent to all braille characters because they lack the redundancy of print characters, and consequently the salient features that redundant dimensions produce.” (Millar, 1997)

11. Redundancy in Print It was nearing midnight and the Prime Minister was sitting in his office, reading a long memo that was slipping through his brain without leaving the slightest trace of meaning behind. Take a piece of paper and position it so that only the top half of letters show? Take a piece of paper and position it so that only the top half of letters show?

12. Redundancy in Print The more he attempted to focus on the print on the page before him, the more clearly the Prime Minister could see the gloating face of one of his political opponents.

13. Other Differences between Print and Braille Readers in the ability to learn concepts essential for reading and writing in whether family and friends use your literacy medium in attitudes towards the literacy medium in when a child begins to learn his/her literacy medium in general cultural knowledge of the literacy medium with the population at large

14. What is the Functional Approach to Braille Literacy? Twelve steps or components of a Functional Braille Literacy program Steps are discussed separately for ease in learning them, but are not necessarily sequential in practice May be used simultaneously in a program after the initial introduction of Key Vocabulary words

15. Step 1. Determine whether braille will be the literacy medium . . . Learning Media Assessment including Literacy Media Assessment . . . and which form of braille to use Contracted or uncontracted? Enlarged braille or standard braille?

16. Step 2. Create a braille rich environment

17. Creating a Braille Rich and Language Rich Environment Create labels in environment in braille. Model uses of braille reading and writing including uses of different types of tools: braille writer, slate and stylus, notetakers, refreshable braille displays. Create and read from books in braille and print which relate to learner’s experiences. Constantly “talk” with students about what is going on in their environment.

18. Creating a Braille Rich Environment for Different At Risk Learners Adult learner who is adventitiously blinded School-aged learner, adventitiously blinded Learner with mild –moderate cognitive impairment Learner with severe to profound cognitive impairment Learner with multiple impairment including physical impairments Learner with deaf-blindness

19. Step 3. Select the individualized reading and writing vocabulary Key Vocabulary Concept – from Sylvia Ashton-Warner

20. Selecting Key Vocabulary for Different At Risk Learners Adult learner who is adventitiously blinded School-aged learner, adventitiously blinded Learner with mild –moderate cognitive impairment Learner with severe to profound cognitive impairment Learner with multiple impairment including physical impairments Learner with deaf-blindness

21. How are you going to collect words? THE INTERVIEW Getting to know the individual in order to transition them from reading print to reading braille. How much and what did they read before their vision loss? What types of reading material would they wish to continue reading? How much time do they have to devote to learning braille?

22. Susie’s Words love God Jesus forgive remember faith hope life Julie Matt Ben EJ Susie Hallie Dianne Jeanne

23. Step 4. Create Word Boxes and learn the first “key words.”

24. Which words to start with? KEY word or words Meaningful word Highly motivating word Manipulate for confusability of braille characters (after first word selected) Try not to have first two words start with a similar letter or configuration Wherever possible student/client should choose the first few words.

25. Susie’s Words love God Jesus forgive remember faith hope life Julie Mat Ben EJ Susie Hallie Dianne Jeanne

26. Creating Flash Cards

27. Creating Flash Cards Use at least 3 x 5 inch cards. Cut off top right hand corner. Use dots 2-5 lead in line – space – word – space – dots 2-5 lead out line Create numerous cards for same word Have children who are capable make their own word cards.

28. Using Flash Cards Provide as much exposure to words as possible. Let students look at cards over and over again Give them a stack of cards with the same word on it to look at Watch for fingers numbing out

29. Games for Key Words Once two words are “learned” Match two out of three Read and place in correct pile or box Memory game Add new words as they are learned into these games

30. Step 5. Teach good tactual perceptual and letter recognition skills through proper hand and finger usage.

31. Hand movements/Mechanics Patterns of hand movement usage – two handed method is most efficient and used by best (fastest) braille readers Perception of braille characters is dependent upon whether braille is felt as global shape or through dot density Scrubbing

32. Implications for Teaching Braille Mechanics Teaching hand movements – Teach the use of both hands together initially – teach lateral scanning with both hands Eventually teach students to separate hands at the ends of the lines if they don’t do it automatically.

33. Hand movements/Mechanics (Cont.) Posture/Positioning Furniture Fit Use of hands Finger strength and dexterity Hand strength and dexterity Best practice – non-slip surface under braille materials and brailler

34. Step 6. Assess phonemic awareness Step 7. Instruct in phonemic awareness and phonics.

35. Phonemic Awareness Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. Phonemes are the smallest units of sound that make up spoken language – English has 41-44. Graphemes are the letters that symbolize the phonemes in the spelling of words. Phonics is a method of teaching reading which may or may not include explicit instruction in PA. Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first 2 years of school. To decode words, beginners must know how to blend phonemes. To remember how to read individual words beginners must be able to segment words into the phonemes that match up to graphemes to that they can compute connections between graphemes and phonemes and store them in memory. Phonemes – one helpful way to distinguish the separate phonems in words is to be aware of what happens in your mouth as you pronounce the words. Buzz for instance. B u schwa sound zzz There are three phonemes in buzz. # of Phonemes don’t necessarily correspond to number of letters in words. Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first 2 years of school. To decode words, beginners must know how to blend phonemes. To remember how to read individual words beginners must be able to segment words into the phonemes that match up to graphemes to that they can compute connections between graphemes and phonemes and store them in memory. Phonemes – one helpful way to distinguish the separate phonems in words is to be aware of what happens in your mouth as you pronounce the words. Buzz for instance. B u schwa sound zzz There are three phonemes in buzz. # of Phonemes don’t necessarily correspond to number of letters in words.

36. Step 8. Develop writing skills: mechanics and process.

37. Choice of Tools Slate and Stylus Perkins Braille Notetaker Mountbatten Type-lite Jot-a-Dot

38. Adapted Equipment for Physical Impairments Extension keys Adapted braillers Home made adaptations

39. Learning to operate tools Knowing the steps used in operating equipment Task analysis Choosing the steps to teach first

40.  Step 9. Create functional uses for reading and writing.

41. Functional Uses of Braille Come from the Individual’s Needs and Wants Labeling Writing notes Keeping records Writing poetry Making lists

42. Step 10. Create stories

43. Creating Stories Language Experience Approach Expand on words that student or client knows Create poetry

44. Step 11. Record keeping and diagnostic teaching

45. Record Keeping – Related to Key Words Concepts learned and experiences student has had - experiential background Word Lists created – constantly be adding to them as you learn about new words the learner wants to learn – family involvement Words that have been created from the letters and words in the word list that the student has learned

46. Record Keeping Related to Words Learned Words student has learned and time involved Words or letters that frequently cause problems in reading, writing – what remediation has been attempted and with what success. Record of braille characters student can read and write, including the meanings associated with the characters with which student is familiar. (ex. g = go or ;g)

47. Record Keeping Related to Tactile Perception/Letter Recognition/Tracking Tactile discrimination activities – and success – games played with words/letters Tracking and hand movement patterns student exhibits, any problems and what has been done to remediate the problems. Any special adaptations necessary Tracking stories student enjoys.

48. Record Keeping Related to Phonemic Awareness Any assessments done with student Patterns that student is recognizing – activities that have been developed from Key Words – patterns still to be taught

49. Record Keeping Related to Writing Task analysis of tool usage – where is student in independent use of tool What writing activities is student engaged in? how independently? Physical adaptations necessary?

50. Record Keeping Related to Functional Uses of Reading and Writing What functional activities does student use reading or writing for and how independently at home, in school, in the community? List of functional activities that may be possible for student at this time – but still to be learned.

51. Record Keeping related to Creating Stories. How much is student directing the language experience approach in writing the stories? Repeated readings. Keep track of reading speed if you are sure students are actually reading the stories. Words in stories that weren’t originally part of word box – add to it

52. Step 12. When to move to a more traditional approach? 

53. Have Great Expectations!