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nathespitz@aol.com Perkins Webinar 2014 Anne Spitz, 2014 1 Times - - PowerPoint PPT Presentation

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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

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

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Times have changed…

Previously… either print or braille. Now… some learners benefit from both print and braille

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Functional Vision Assessment Learning Media Assessment Determination

  • f Learning

Media

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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

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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

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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

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Characteristics of Dual Media Learners

 Degenerative eye conditions  Field restrictions  Demonstrate ability to tactually discriminate

shapes

 Reading rate and fluency are below peers

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Challenges of Dual Media

 Service delivery  Coordination of literacy instruction  Integration of braille and print in classroom  Materials  Sometimes getting the Team on board

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… 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

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TIME

Time Instruction Motivation

Expectations

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 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?

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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?

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

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Format DIBELS Date Rate Target for 6/2010 Large Print (18 point) with addt’l magnification 1/2010 61 wpm DIBELS 110-130 wpm 4/2010 112 wpm Braille Grade 2 (Cluster 38) 1/2010 38 wpm 60-80 wpm 4/2010 62 wpm

Emi

  • Albinism ; 20/300;

Stable

  • LMA (LP-P; B-S)
  • 3rd grade

Assessment Planning Instruction

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TIME

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

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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)

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Braille FUNdamentals?

  • Program to teach complete literary braille

code in 56 Clusters

  • Leveled to be of interest to various age

groups

  • Assessment Tool
  • Available from TSBVI

What is it?

  • Print readers of all ages with beginning to

advanced print foundation

  • Special populations (ELL and MH)
  • Only braille code
  • Ability to work vary level of instruction depending
  • n student mastery
  • Duxbury allows for transcription based on cluster

mastery to facilitate independence

  • Allows for review of clusters as needed

Why use it?

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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

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Newer Version of Duxbury

  • Select Document
  • Select Learning Tables
  • Select TSBVI
  • Select TSBVI Cluster

Older Versions of Duxbury (before 11.1)

  • Select Document
  • Select Translation Tables
  • Select Contractions
  • Select "TSBVI Cluster 24"

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BrailleNote

 Auditory feedback  Reinforcement of braille writing  Ease of editing  Builds fluency  Encourages peer and  teacher interactions

Possible Lessons

 Writing commands  Basic editing  Basic reading

commands

 Cursor navigation  Basic spellchecker

features

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Activities

 Braille student’s own writing and have him/her read it

back.

 Question / answer writing  Utilize materials with print and braille

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Word Study Ideas

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Word Wall Book

  • Trick words
  • Classmates
  • Dolch words
  • Braille/lp

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Wilson Trick Words Ring

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Then add a little braille…

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What if a child looks at the braille?

Sami and the Cardinal Snack Tray

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Assessment Timeline

Running Records

  • Every 6-8

weeks

  • Accuracy
  • Oral

reading fluency

Sight Words

  • 3 times a

year

  • Reading

and writing

Braille Contractions

  • 3-4 times a

year

  • Reading

and writing braille code

General Ed Reading Assessments

  • 3 times a

year

  • Determine

reading level

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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)

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Record reading and writing progress through the year.

Dolch List

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Beck

Grade Format Rate H & T Spring First Large Print (36pt) Braille 53 wpm 29 wpm 53-111 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

  • Optic Glioma; field loss; 20/400; unstable
  • LMA (B-P; P-S)

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End of First Grade: Large Print DRA (14)

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End of First Grade: Braille DRA (16)

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Winter Second Grade Braille DRA (20)

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TIME

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)

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 Keep track of the

number of worksheets

 Chart the contractions  Rewards

 Braille Scavenger Hunt  Trip to the restaurant  Trip to the grocery store

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Working with Families

 Observations  Home Visits  Articles  Mission Possible

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Integrating Print and Braille: A Recipe for Literacy (NFB)

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Moving beyond resistance

 Developing trust  Sharing resources  Demonstrating value  Meeting the student and

family where they are

 Negotiating compromise

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TIME

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

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What does a child’s workspace look like?

Organization facilitates independence.

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A workspace for an older child

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CCTV

Writing Conference

 Workspace  Training  Setup  VGA Connectivity

 BrailleNote  Computer

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Our role as teacher of the visually impaired is to teach our students the skills needed to become as successful and independent as possible. To that end, braille is a tool that often best serves dual media learners not in the immediate, but in the long term journey of academics and life.

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