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Dual Media Literacy

Dual Media Literacy. SPE 520 Fall 2009 Valerie Hyde. 1. What is Dual Media Literacy?.

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Dual Media Literacy

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  1. Dual Media Literacy • SPE 520 • Fall 2009 • Valerie Hyde 1

  2. What is Dual Media Literacy? • Dual media literacy is the art of using a combination of both print and Braille as the best choice medium to teach literacy to individual students with visual impairment. It should be chosen only after careful consideration of using either print or Braille individually. 2

  3. Early Views About Literacy Media • Previously it was believed that literacy was either taught using only print or only tactual media. • For the most part, students were limited to using strictly print if they had any usable vision. • Tactual media was reserved for those students who had no usable vision. 3

  4. Shift in Thinking We as a profession are addressing the need for using dual media with students who are visually impaired in certain situations. Part of what helped to support the shift in thinking is that when IDEA was reformed, it addressed the literacy needs of individuals with visual impairment specifically

  5. IDEA Quote “The IEP Team shall … in the case of a child who is blind or visually impaired provide for instruction in Braille and the use of Braille unless the IEP Team determines … that instruction in Braille or the use of Braille is not appropriate for the child.” (Section 614(d)(3)(B)(iii))

  6. Who decidesdual media is the choice for literacy for a particular child? • The decision for which type of medium the student will use is completely in the hands of the IEP Team (in Texas the ARD Committee) as stated in IDEA. It is a decision that is reached after consideration of extensive evaluation of the individual child. The use of print, tactual, or dual media is addressed and spelled out in the child’s Individualized Education Program. 6

  7. If by law, we are told we must provide Braille education to a student with a visual impairment, what must be evaluated if the IEP Team decides not to provide this instruction? • reading and writing skills • reading and writing needs • reading and writing media (Braille, print, or both) • future need for Braille 7

  8. Assessment areas used to guide decision: FVA LMA Pre-literacy skills Reading inventories Listening skills Any Braille skills already present

  9. When and why should we consider teaching a child using dual media options for literacy? • If the student’s reading rate is not at a pace that allows for the best comprehension… • If the student has to use font sizes that make it difficult for the student to read with any real fluency, comfort, or comprehension… 9

  10. If the student’s prognosis is that vision will continue to decline to the point that print media will no longer be a valid media… • Most important, if the student’s desire to learn Braille makes it an obvious path to increase the students personal self concept and give them an option that helps them cope with literacy…

  11. Additional things to consider: If miscues due to vision are affecting comprehension… If the student cannot see more than a few letters, causing them not to be able to read whole words… If the student is having problems reading their own writing…

  12. If the student cannot read for very long before they experience eye strain… If academic and vocational demands show a need for both… If it makes more sense for the student to work with both…

  13. What are some of the characteristics of a print reader and a braille reader? Braille Reader Print Reader Is making progress with using vision for print reading. Has stable vision. Knows that print has meaning. Is able to use vision for near tasks well. • Prognosis is that vision loss will progress. • Has unstable vision. • Shows ability to explore tactilely and knows that braille has meaning. • Has the ability to participate in a developmental braille program.

  14. Issues that have caused delays in using dual media for literacy for students with visual impairment. • An overall negative opinion that Braille should be a last resort or only for students with no vision. • An impression that a student using Braille would be seen as inferior. • The idea that Braille is difficult and burdensome to learn. • Schools see Braille as a problem in the classroom because it can cause too much extra work and expense for a child who still has usable vision. 14

  15. What are the repercussions? There are various repercussions to teaching only a single medium to a child who can function in both: limited literacy distorted view of braille altered self-concept insecurity about future independence delay in becoming a fully tactual learner if it becomes needed

  16. Print compared to Tactual Media • Print uses: Tactual uses: • Letters • Numbers • Pictures • Graphics • Etc. • Braille • Nemeth Code • Tactual Maps • Tactual Graphics • Etc. 16

  17. Resources Argyropoulos, V. S., Sideridis, G. D., & Katsoulis, P. (2008). The Impact of the Perspectives of Teachers and Parents on the Literacy Media Selections for Independent Study of Students Who are Visually Impaired. Journal of Visual Impairment & Blindness, 102, 221-231. http://www.afb.org/afbpress/pubjvib.asp/DocID=jvib020407 Blake, S. J. (2003). The Great Debate: Braille or Print for Students with Low Vision?. http://blindness.growingstrong.org/ed/aa050800a.htm Castellano, C. (2004). Your Child’s Right to Read. Future Reflections, 23. http://nfb.org/legacy/fr/fr2/fr99/sf07.htm

  18. Resources Cont. Koenig, A. J. & Holbrook, M. C. (2000). Ensuring High-Quality Instruction for Students in Braille Literacy Programs. Journal of Visual Impairment & Blindness, 94, 677-695. http://www.afb.org/jvib/JVIB941102.asp Lueck, A. H., Erin, J. N., Corn, A. L., & Sacks, Sharon Z., Position Paper on Low Vision: Part 1 Facilitating Visual Efficiency and Access to Learning for Students with Low Vision. Council of Exceptional Children Division on Visual Impairments Position Papers. http://www.cecdvi.org/positionpapers.html Lusk, K. E., & Corn, A. L. (2006). Learning and Using Print and Braille: A Study of Dual-Media Learners, Part 2. Journal of Visual Impairment & Blindness, 100, 653-665. http://www.afb.org/jvib/jvib0001104.asp Mercer, D. http://faculty.sfasu.edu/mercerdixie/spe551/braille_reading.ppt

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