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Anne Spitz, M.Ed. Teacher of the Visually Impaired nathespitz@aol.com Perkins Webinar 2014 Anne Spitz, 2014 1 Times have changed Now some learners Previously either benefit from both print or braille. print and braille Anne

  1. Anne Spitz, M.Ed. Teacher of the Visually Impaired nathespitz@aol.com Perkins Webinar 2014 Anne Spitz, 2014 1

  2. Times have changed… Now… some learners Previously… either benefit from both print or braille. print and braille Anne Spitz, 2014 2

  3. Functional Vision Assessment Learning Media Assessment Determination of Learning Media Anne Spitz, 2014 3

  4. Federal Register/IDEA “ The IEP team must — * * * (iii) 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, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child …” Educating Blind and Visually Impaired Students; Policy Guidance; Federal Register ; Vol. 65, No. 111; Thursday, June 8, 2000 http://www.gpo.gov/fdsys/pkg/FR-2000-06-08/pdf/00-14485.pdf Anne Spitz, 2014 4

  5. Functional Vision Assessment  Determine current level of visual functioning in school, home and community  Conducted upon initial eligibility, after a change in visual functioning, or at least every 3 years  Essential to understanding how child utilizes vision in school environment  Can vary significantly from a clinical assessment Anne Spitz, 2014 5

  6. Learning Media Assessment  General and Ophthalmological Information  Functional Vision Assessment  Background Information  Use of Sensory Channels  Reading and Writing Assessment  Literacy Tools  Summary  Recommendations  Recommended yearly or after change in vision Anne Spitz, 2014 6

  7. Characteristics of Dual Media Learners  Degenerative eye conditions  Field restrictions  Demonstrate ability to tactually discriminate shapes  Reading rate and fluency are below peers Anne Spitz, 2014 7

  8. Challenges of Dual Media  Service delivery  Coordination of literacy instruction  Integration of braille and print in classroom  Materials  Sometimes getting the Team on board Anne Spitz, 2014 8

  9. … but it is so worth it!  More literacy tools for student  Empowers student to determine when to use which medium  Facilitates maximum learning for student  Increases availability of materials and technology Anne Spitz, 2014 9

  10. Time TIME Instruction Expectations Motivation Anne Spitz, 2014 10

  11.  Time: How much service time should I provide? How do I find time to teach braille? How do I integrate braille into the curriculum?  Instruction: What approach(es) can I use to teach braille? (commercial & teacher-designed). How do I balance fluency with learning the code? (Which is more important, fluent reading or knowing the entire code?)  Motivation: How can I motivate my student to learn braille?  Expectations: What are the goals of braille instruction? How will braille benefit my student in school? After high school graduation? Anne Spitz, 2014 11

  12. Time TIME  Can you teach braille once a week?  Consistency in number of weekly sessions and duration of sessions  Role of paraprofessional  Vary intensity over several months  Before or after school  Summer services (ESY)- small peer group? Anne Spitz, 2014 12

  13. Adapted from A. Swenson, Beginning with Braille (AFB) Anne Spitz, 2014 13

  14. Assessment Emi • Albinism ; 20/300; Stable Instruction Planning • LMA (LP-P; B-S) • 3 rd grade Format DIBELS Date Rate Target for 6/2010 1/2010 61 wpm DIBELS Large Print ( 18 point ) wit h addt’l 110-130 wpm 4/2010 112 wpm magnification Braille Grade 2 (Cluster 38) 1/2010 38 wpm 4/2010 62 wpm 60-80 wpm Anne Spitz, 2014 14

  15. T I ME Instruction  Build in success  Over-instruct skills  Braille notetakers  Document progress  Balance fluency with learning the code  Use materials of interest to the student  Book excerpts, songs, poems, student’s own writing  High interest, low level books Anne Spitz, 2014 15

  16. Braille-Specific Commercial Programs / Approaches  FUNdamentals (TSBVI)  I-M-ABLE (Wormsley) (Individualized Meaning-centered Approach to Braille Literacy Education)  Mangold Basic Braille Program: Tactile Perception and Braille Letter Recognition (Exceptional Teaching) Anne Spitz, 2014 16

  17. Braille FUNdamentals? • Program to teach complete literary braille code in 56 Clusters What • Leveled to be of interest to various age groups is it? • Assessment Tool • Available from TSBVI • Print readers of all ages with beginning to advanced print foundation • Special populations (ELL and MH) Why • Only braille code • Ability to work vary level of instruction depending use it? on student mastery • Duxbury allows for transcription based on cluster mastery to facilitate independence • Allows for review of clusters as needed Anne Spitz, 2014 17

  18. Facilitating Independence with Duxbury  Ingenious!  Duxbury has incorporated a feature allowing translation using Cluster levels  Allows children to use textbooks, or recreational reading encountering only familiar contractions  Utilize with Webbraille (NLS), Bookshare, ReadingA-Z Anne Spitz, 2014 18

  19. Older Versions of Duxbury (before 11.1) • Select Document • Select Translation Tables • Select Contractions • Select "TSBVI Cluster 24" Newer Version of Duxbury • Select Document • Select Learning Tables • Select TSBVI • Select TSBVI Cluster Anne Spitz, 2014 19

  20. Anne Spitz, 2014 20

  21. BrailleNote  Auditory feedback  Reinforcement of braille writing  Ease of editing Possible Lessons  Builds fluency  Writing commands  Basic editing  Encourages peer and  Basic reading  teacher interactions commands  Cursor navigation  Basic spellchecker features Anne Spitz, 2014 21

  22. Activities  Braille student’s own writing and have him/her read it back.  Question / answer writing  Utilize materials with print and braille Anne Spitz, 2014 22

  23. Word Study Ideas Anne Spitz, 2014 23

  24. Word Wall Book • Trick words • Classmates • Dolch words • Braille/lp Anne Spitz, 2014 24

  25. Wilson Trick Words Ring Anne Spitz, 2014 25

  26. Then add a little braille… Anne Spitz, 2014 26

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  28. What if a child looks at the braille? Snack Tray Sami and the Cardinal Anne Spitz, 2014 28

  29. Assessment Timeline General Ed Running Sight Braille Reading Records Words Contractions Assessments • Every 6-8 • 3 times a • 3-4 times a • 3 times a weeks year year year • Accuracy • Reading • Reading • Determine and and reading • Oral writing writing level reading braille code fluency Anne Spitz, 2014 29

  30. How do I manage all of this?  Assessment Binder  Leveled Reading and Running Records  Sight Words  Braille Contractions  Writing Samples  Reference Materials  Task Sheets  Audio or video recordings (2-3 times a year) Anne Spitz, 2014 30

  31. Dolch List Record reading and writing progress through the year. Anne Spitz, 2014 31

  32. Beck • Optic Glioma; field loss; 20/400; unstable • LMA (B-P; P-S) Grade Format Rate H & T Spring First Large Print (36pt) 53 wpm 53-111 wpm Braille 29 wpm Winter Second Braille 67 wpm 72-125 wpm Winter Third Braille 97 wpm 92-146 wpm Spring Fourth Braille 130 wpm 150-200 wpm Anne Spitz, 2014 32

  33. End of First Grade: Large Print DRA (14) Anne Spitz, 2014 33

  34. End of First Grade: Braille DRA (16) Anne Spitz, 2014 34

  35. Winter Second Grade Braille DRA (20) Anne Spitz, 2014 35

  36. TI M E Motivation  Goal setting  Teacher, student, family  Have the student document progress  Reward progress  Facilitate braille reading mentor  Find real-life uses for braille whenever possible  Participate in Braille Challenge  Involve sighted peers (braillebug.org) Anne Spitz, 2014 36

  37.  Keep track of the number of worksheets  Chart the contractions  Rewards  Braille Scavenger Hunt  Trip to the restaurant  Trip to the grocery store Anne Spitz, 2014 37

  38. Working with Families  Observations  Home Visits  Articles  Mission Possible Anne Spitz, 2014 38

  39. Integrating Print and Braille: A Recipe for Literacy (NFB) Anne Spitz, 2014 39

  40. Moving beyond resistance  Developing trust  Sharing resources  Demonstrating value  Meeting the student and family where they are  Negotiating compromise Anne Spitz, 2014 40

  41. TIM E Expectations  Integrate braille in meaningful and purposeful ways  Bring it into the general education curriculum  Vocabulary, homework agenda, schedule, notes, teacher feedback  Consider short term and long term expectations  Utilize technology Anne Spitz, 2014 41

  42. What does a child’s workspace look like? Organization facilitates independence. Anne Spitz, 2014 42

  43. A workspace for an older child Anne Spitz, 2014 43

  44. CCTV  Workspace Writing Conference  Training  Setup  VGA Connectivity  BrailleNote  Computer Anne Spitz, 2014 44

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