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: “Proficiency in understanding and using written as well as spoken language as a reader, writer, speaker, and listener. Literacy is an integrated process which develops gradually from birth and is built upon learning from broad experiences, linking language with the development of concepts, and providing exposure to the written word in a variety of meaningful contexts” (Wright, 1997).

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

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

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. 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 Story Boxes & Literacy Kits

29. Story Boxes Curriculum books with materials Objects only Repetitive line picture book with objects and materials Story books with materials Concrete Abstract

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