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Overview. Literacy challenges for students with Deafblindness and Multiple DisabilitiesIdeas on how to encourage other teachers of Deafblind students to incorporate literacy into the school daySeveral ways to adapt books for all types of learners. What is literacy?. Old definition:
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1. Enhancing the Literacy Experience for Students who are Deafblind Presenter:
Deirdre Leech, M.Ed.
Perkins School for the Blind
Deafblind Program
2. Overview Literacy challenges for students with Deafblindness and Multiple Disabilities
Ideas on how to encourage other teachers of Deafblind students to incorporate literacy into the school day
Several ways to adapt books for all types of learners
3. What is literacy?
Old definition:
“ability to read and write”
4. New definition:
5. Goals of Reading & Writing Reading: for the reader to obtain meaning from text and apply it to the world and oneself.
Writing: to communicate an individual’s understanding of the world and themself through written text.
(Koppenhaver, 2000)
6. Challenges Children with Deafblindness have limited opportunities for incidental learning
Reduced exposure to literacy
Lack of early experiences
Read aloud to less
Lack of readily available materials
Motivation 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. Lack of Early Literacy Experiences Child may not oversee parents and siblings reading newspapers, writing out grocery lists, and reading books
May not hear or process language in stories being read aloud
For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy
Vision and hearing loss may of literacyVision and hearing loss may of literacy
8. Lack of Early Literacy Experiences Delayed concept development due to:
visual impairments
hearing impairments
motor impairments
health issues
behavioral issues
9. Lack of Exposure to Stories Read Aloud Limited opportunity for reading time
Limited access to appropriate print materials
Access to dual media books (Braille/Print/auditory/tactile)
Limited sign language capabilities to communicate the story
Incorporating individual communication strategies
“Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading” “Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading”“Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading”
10. Lack of Motivation Child
See no value in books or reading
May only be motivated by music, sounds, flip-ups, tactile components, movement
Parents
May not get enough feedback or response from child
May think story time is not enjoyable for child
Teachers
Time consuming to make materials
Diversity of students in classroom
11. Motivating Books Choose books that are motivating to child:
Familiar events or activities
Motivating characters
Tactually or visually interesting
Sound components
CharactersChoose books that are motivating to child:
Familiar events or activities
Motivating characters
Tactually or visually interesting
Sound components
Characters
12.
What are some strategies to incorporate literacy
throughout the school day
and at home?
13. Modify the environment Exposure, exposure, exposure!
Display visual, tactile, and sign language alphabets
Label the environment
Use Bulletin boards
Thematic Unit vocabulary, display favorite books
Organize room
Accessibility to materials (height, distance)
Name symbols (labeling, attendance cards)
Typical PreSchool Classrooms are chock full of exposure to literacy materials
Put yourself in child’s shoes…what can they reach? Hear? Touch?Typical PreSchool Classrooms are chock full of exposure to literacy materials
Put yourself in child’s shoes…what can they reach? Hear? Touch?
14. Modify the Environment
15. Encourage Book Handling Skills
16. Have several options available A typical classroom has many shelves of books for a child to choose from
Children who are Deafblind do not have this many choices available for many reasons
Don’t just go to the library, create your own personal library in classroom/home!
17. Reading Activities
18. Read aloud
Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading
Why are we not reading aloud to our kids often?
Think about all of the options we have for typical children…..Why are we not reading aloud to our kids often?
Think about all of the options we have for typical children…..
19. Create Story Boxes & Literacy Kits Story box includes:
Props related to the story
Adapted book(s)
appropriate for each student
Switches Literacy Kit includes:
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
20. 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
21. Story Boxes and Literacy Kits Real objects, puppets, felt cut outs representing concepts in the book.
Choose books with experiences familiar to student.
Use real objects with meaning to student as much as possible.
Real objects, puppets, felt cut outs representing concepts in the book.
Choose books with experiences familiar to student.
Use real objects with meaning to student as much as possible.
22. Act out the actions in the book with objects.
ADD PICS OF KIDS USING LITERACY KITS
Objects related to story
Pictures to match objects
Comment, opinion/response, request actions boardAct out the actions in the book with objects.
ADD PICS OF KIDS USING LITERACY KITS
Objects related to story
Pictures to match objects
Comment, opinion/response, request actions board
23. Objects related to story
Pictures to match objects
Comment, opinion/response, request actions board
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).Objects related to story
Pictures to match objects
Comment, opinion/response, request actions board
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).
24. Supporting Activities Preview & Review Vocabulary
Book reports
Sentence starters
Questions
Curriculum activities
Expanded CORE curriculum
Definition of book report…..
With objects or symbols, does not need to be traditional
Tactile sentence starters
Tactile worksheetsDefinition of book report…..
With objects or symbols, does not need to be traditional
Tactile sentence starters
Tactile worksheets
25. Supporting Activities Address the expanded CORE curriculum
Cooking recipe related to book
Community experience
Grocery shopping
Special events
Museums
26. Adapting Books
27. Student Considerations Visual
Tactile
Physical
Cognitive
Lesson goals and objectives
28. Goals of the Lesson Teaching reading skills (decoding)
Simplified language
Length of text on each page
Material includes familiar vocabulary
Content is interesting
Comprehension skills
Use more listening (attention) skills
Include picture and/or symbol support
Assessment activity
May need more than one adaptation of a book.
EX. Extra simplified for reading comprehension and electronic/book on tape for May need more than one adaptation of a book.
EX. Extra simplified for reading comprehension and electronic/book on tape for
29. Adapting books Modifications to the TEXT
Modifications to the PICTURES
Modifications to the BOOK
30. Modifications to the TEXT Make text accessible by adding Braille
Make text accessible by replacing smaller print with enlarged print
Provide contrast
Simplify the content
If student is not reading print or Braille at the level of the text in the book
Support print with picture or tactile symbols
31. Modifications to the TEXT
32. Modifications to the PICTURE Simplify the background
Make accessible for student with CVI
Highlight the main idea of the picture
Provide tactile enhancement to the picture
clutterclutter
34. Modifications to the BOOK Use cardboard to make pages thicker, easier to manipulate, and more durable
Add “page fluffers”
Rebind the book so it stays open more easily
Take pages out and put into protective sheets
Laminate pages
Tactile enhancements -Page fluffers=Small squares of foam or cardboard attached to the corner of a page to make them easier to flip without skipping pages
-Using different textures, colors, and shapes to make the book more interactive and come alive
-Page fluffers=Small squares of foam or cardboard attached to the corner of a page to make them easier to flip without skipping pages
-Using different textures, colors, and shapes to make the book more interactive and come alive
36. Modifications to the BOOK
Books that are on tape or CD can be adapted with a switch so that a student can continue to read the story by activating the switch
Create an electronic version of the book
Tape, CD, MP3
PPT or other software
Can be made accessible using a switch or touch-screen
37.
38. Electronic Books
Audiobooks
On the computer
Include animations
Motivation
Adapted with appropriate pictures and text
Accessibility
Attention
Physical
Cognition
39. Writing Activities
40. Make your own books Fun and engaging activity
Promotes language 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)
41. Make Concept Books Create books that describe abstract ideas and objects such as:
Actions
Emotions
Colors
Shapes
Size
Spatial relationships Introduction of math and science concepts that may or may not be related to the bookIntroduction of math and science concepts that may or may not be related to the book
42. Write Experience Stories Together Students participate in activities then write a story based on the experience
Stories incorporate real life experiences that may be fun and memorable
Experience stories can be written using objects, pictures, print or any combination
Experience stories can be reviewed at any time and brought back out as routine/experience is repeated
43. Write Social Stories Together Definition
Teaching a skill
Stories incorporate real life experiences that may be routines that are stressful and require desensitization
Social stories can be reviewed at any time and brought back out as routine/experience is repeated
They evolve
44. Example Experience Story
45. Compose Journals/Home Books Develop memory skills: activities or events that occurred earlier in the day are reviewed and documented
Writing may take form of objects, pictures, line drawings, print, or voice output devices
Take child’s communication mode/level into consideration
46. Write letters together Writing letters is a motivating activity to encourage and practice many literacy skills.
Sentence structure, Braille, vocabulary
Letters can take shape in many different formats including partial objects, pictures, print, Braille, or any combination of these.
47. Name Writing For work samples, vocational jobs, signing cards:
Stencils
Name stamps
Stickers
Student’s initials
Tactile name symbol
48. Name Writing
49. Universal Access Write using symbols/text that the student understands
Objects, tactile symbols, Braille
Pictures, MJ symbols, drawings, text
Display “text” in an accessible format
Slant board, book, sequence boxes Think EXPRESSIVE and RECEPTIVE
Adapt activities and worksheets in a way that kids can be expressive
Think EXPRESSIVE and RECEPTIVE
Adapt activities and worksheets in a way that kids can be expressive
50. Universal Access Incorporating Technology
Computer access
Reading
Writing
Communication devices
Switches
EXPRESSIVE AND RECEPTIVEEXPRESSIVE AND RECEPTIVE
51. “Researchers in the field of emergent literacy define written language as beginning at birth and continuing throughout life. Consequently, written language activities should not be withheld while waiting for speech, language, and cognition to reach a prerequisite level” (Koppenhaver, 2000).
52. Functions of Reading and Writing
53. 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
54. 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)
55. What Now? Prioritize what to do first
Meet with the team
Connect this to the IEP Goals
Try one thing; OK if it’s not perfect before you try it out! Try it out!Try it out!
56. Every Child is a Potential Reader
57. Questions, Comments & Discussion
58. Thank you for Coming!
Deirdre.Leech@perkins.org
59. 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
60. 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.