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Welcome! 1 What is Literacy? 2 Bilms & Padhye, 2013 Communication! 3 Where to Start? Learning Media Assessment (LMA) Assessment for selecting the appropriate literacy media for students with visual impairments. "Literacy

  1. Welcome! 1

  2. What is Literacy? 2 Bilms & Padhye, 2013

  3. Communication! 3

  4. Where to Start? Learning Media Assessment (LMA) • Assessment for selecting the appropriate literacy media for students with visual impairments. "Literacy media" refers to the way in which students access the general education curriculum. More information at: www.pathstoliteracy.org 4 http://www.pathstoliteracy.org

  5. Hierarchy of Communication Swim Object Picture of Object Mayer-Johnson Formal Written Word Concrete Abstract 5

  6. Overview of Presentation • Story Boxes • CVI Adaptations and Accommodations • Adaptations for Total Deafblindness • Teaching Strategies for moving towards a more traditional approach to literacy 6

  7. Story Boxes & Adaptations For Literacy Megan Connaughton, M.Ed 7

  8. Story Box Overview • Pre-literacy • Concrete  abstract concepts • Appropriate for students at different cognitive levels 8

  9. Story Box Overview • How to create access for different learners 9

  10. Why Use Story Boxes? • Interaction • Concrete examples • Develop various concepts • Fun and engaging! 10

  11. Unique • Story boxes should be unique to the student • Age appropriate • Reflect the student’s interests 11

  12. Concrete  Abstract • Unique to student’s level of communication 12

  13. Concrete  Abstract • Concrete: Real objects that are meaningful to the student 13

  14. Concrete  Abstract • Abstract: Represents another meaning 14

  15. Concept vs. Abstract • A student who is not yet an abstract thinker can still use abstract objects in a story box • Use to focus on concepts Focus on the object being RED , not on it representing an apple 15

  16. For All Story Boxes • Consistency of words & labels “SHOE” “SNEAKER” 16

  17. For All Story Boxes • Repeat Exposure 17

  18. For All Story Boxes • Unique and Engaging! 18

  19. How to Create a Story Box Book Materials: Pictures: Objects: • Paper (Black) • Scanner • Donation • Lamination • Internet Search • Dollar Stores • Sheet Protectors • Personal Camera • Craft Stores • Hole Puncher • Draw it • E-Bay • Rings • Cut out of Book 19 Bilms & Padhye, 2013

  20. Thank you! Remember… Have fun! 20

  21. Cortical Vision Impairment & Adaptations For Literacy Marguerite Bilms, M.Ed 21

  22. CVI Overview Neurological condition where vision impairment is caused by abnormalities in the brain and visual processing. Coexisting ocular conditions may be present 22 Roman-Lantzy, 2007

  23. Where Do We Start? 1. Identify 2. Assessment 3.Intervention 23

  24. CVI Range: Overview 1-2: Student functions with minimal visual response. 3-4: Student functions with more consistent visual response. 5-6: Student uses vision for functional tasks. 7-8: Student demonstrates visual curiosity. 9-10: Student spontaneously uses vision for most functional activities. 24 Roman-Lantzy, 2007

  25. Characteristics of CVI & Impact on Literacy 25

  26. CVI Characteristic Effect on Literacy Lesson Implementation Color Preference Colors chosen for materials? Need for Movement How much movement/reflective properties required? Visual Latency How long do you present materials? Visual Field Preference Where do you present materials? Difficulties with Visual Complexity Which level of complexity do you present with/on? Light- Gazing & Nonpurposeful Environment with controlled lighting Gaze Difficulty with Distance Viewing How close to face do you present materials? Difficulty with Visual Novelty How do the materials relate to items already committed to visual memory? Absence of Visually Guided Reach How many cues/prompts/time does student need to respond to touch/take questions? 26 Characteristics: Roman-Lantzy, 2007

  27. Classroom Environment Accommodating a Learner who has CVI VS 27

  28. Environmental Accommodations • Controlled Lighting • Controlled Noise • Low Complexity • Be conscious of glare on materials Materials: • Black Shower Curtains • Black Curtains • Black Foam Board • Velcro 28

  29. Educator Accommodations Be aware of what you wear. VS 29

  30. You Can Still be Stylish! XL Black Cotton Shirt Purchased at Target $10.00 30

  31. We have covered: 1. Knowledge   2. Looks ☐ 3. Now, Books! 31

  32. Adapting Books Example: Polar Bear Polar Bear, What Do You Hear? By: Eric Carle • • Main Concept of Page (Lion) • Scan, Cut, Internet, Draw (Drawn) • Simplify (Removal of line shading on lion) • Low Complexity (Yellow on black) • High Contrast (Bright paper on black background) • Focus on consistent Vocabulary (“Lion”, “Yellow”, “Roar”: Combined or Isolated) • Create a Story Box (add concrete objects and/or tactile components) 32

  33. 33

  34. 5 Little Ducks By: Child’s Play 34

  35. 5 Spring Flowers 35 Credit: Ryan Milligan, M.Ed

  36. Some Suggested Materials • Construction Paper (Black for background, color for pictures) • Mylar (shiny, reflective) (Gift bags, wrapping paper etc.) • Lamination Sheets or Poster Board (Be aware of glare) • Binding Rings • Hole Punch • Hot Glue • Tactile Components 36

  37. Thank you! Remember… Be creative! 37

  38. Total Deafblindness & Adaptations for Literacy Ira Padhye, M.Ed 38

  39. Definition • No functional vision & no functional hearing 39

  40. The Learning Media Assessment • What sense is dominant? • Combination of two senses? • Is touch is primary channel, what part of the hand or other body part are they using? 40

  41. Literacy Accommodations • Simple Tactile Representation • Use of Tangible Object Symbols • Tactile Sign Language • Braille for exposure 41

  42. Various Types of Literacy in the Classroom • Calendar Systems and Tactile Object Symbols • Books (Experience and Social Stories) • Recipes, shopping lists, environmental labels. 42

  43. Calendar and Schedule Systems • Builds communication & conversation • Left-to-right, top-to-bottom implementation • Access to the environment • Concrete & Symbolic comprehension • Labels for objects , events , actions , and people • Self Advocacy 43

  44. Tactile Calendar Systems • Use of Objects (Full & Partial) • Meaningful to Child • Repeat Exposure • Consistency • No Miniatures 44

  45. Tactile (Tangible) Object Symbols Braille Tactile (Tangible) Object Symbol 45

  46. Books: Experience & Social Stories • Age appropriate topics • Relates activity to student • Recreate the experience and go through the motions • Can help in overcoming stressful or unfamiliar situations. 46

  47. Example: Experience Story Going to the Supermarket 47

  48. Example: Experience Story Going to the Supermarket 48

  49. Example: Experience Story Going to the Supermarket 49

  50. Example: Social Story Toothbrushing 50

  51. Recipes, Shopping Lists, Environmental Labels Incorporating the other senses (touch, taste, smell) Following Recipe Sequence the recipe (What came first?) 51

  52. Recipes, Shopping Lists, & Environmental Labels 52

  53. Materials: How to Make Tactile Books at Home? • Actual objects that students are familiar with • Hot Glue/Gorilla Glue • Velcro • Various Textured Materials – American Printing House (APH) : Carousel of Textures – Craft Stores: Wiki Sticks, Scrapbooking Paper, Pipe Cleaners, Popsicle Sticks, 53

  54. Thank you! Remember… make it meaningful! 54

  55. Adapted Literacy and the Transition into Formal Literacy Christa Hulburt, M.Ed 55

  56. Who are we teaching? • Students with cognitive impairments • Functioning beyond a pre-literacy level What do we want them to learn? 1. The benefits of reading 2. How to discuss information with others 3. Vocabulary acquisition 56

  57. How do we make literacy curriculum accessible to these students? • Appropriate assessment through the LMA • Break down the content into a hierarchy of information • Teach information that is functional and meaningful to students’ lives 57

  58. HIERARCHY OF INFORMATION

  59. Accessing the Common Core Lesson Example: CCSS.ELA-LITERACY.RL.K.9. • With prompting and support, compare and contrast the experiences of characters in familiar stories Meaningful Characters Real-life experiences 59 Sentence Structure Vocabulary

  60. Accessing the Common Core CCSS.ELA-LITERACY.RL.1.2 • Retell familiar stories including key details Sequencing Comprehension Questions 60

  61. What are the next steps in expanding upon basic adapted books? 1. Moving from concrete to abstract 2. Building upon main idea 3. Moving further up in the communication hierarchy, when appropriate 4. Adding complexity 61

  62. Work Example: My Classroom Library • Created using Boardmaker program • Experience stories and Social stories • Concepts addressed: – Vocabulary acquisition – Spelling/ word identification – Sequencing events in a story – Sentence structure – Basic comprehension questions 62

  63. Work Example: Our Field Trip adapted book Comprehension Questions Main Idea, Spelling, Word Identification 63

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