Welcome! 1 What is Literacy? 2 Bilms & Padhye, 2013 - - PowerPoint PPT Presentation

Welcome!

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Bilms & Padhye, 2013

What is Literacy?

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Communication!

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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

http://www.pathstoliteracy.org

Where to Start?

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Concrete Abstract Swim

Formal Written Word Mayer-Johnson Picture of Object Object

Hierarchy of Communication

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• Story Boxes
• CVI Adaptations and Accommodations
• Adaptations for Total Deafblindness
• Teaching Strategies for moving towards a

more traditional approach to literacy

Overview of Presentation

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Megan Connaughton, M.Ed

Story Boxes & Adaptations For Literacy

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• Pre-literacy
• Concrete  abstract concepts
• Appropriate for students at different cognitive

levels

Story Box Overview

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• How to create access for different learners

Story Box Overview

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• Interaction
• Concrete examples
• Develop various

concepts

• Fun and engaging!

Why Use Story Boxes?

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

Unique

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• Unique to student’s level of communication

Concrete  Abstract

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• Concrete: Real objects that are meaningful to

the student

Concrete  Abstract

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• Abstract: Represents another meaning

Concrete  Abstract

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Focus on the object being RED, not on it representing an apple

• A student who is not yet an abstract thinker

can still use abstract objects in a story box

• Use to focus on concepts

Concept vs. Abstract

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“SNEAKER” “SHOE”

• Consistency of words & labels

For All Story Boxes

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• Repeat Exposure

For All Story Boxes

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• Unique and Engaging!

For All Story Boxes

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Bilms & Padhye, 2013

Objects:

• Donation
• Dollar Stores
• Craft Stores
• E-Bay

Pictures:

• Scanner
• Internet Search
• Personal Camera
• Draw it
• Cut out of Book

Book Materials:

• Paper (Black)
• Lamination
• Sheet Protectors
• Hole Puncher
• Rings

How to Create a Story Box

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Thank you!

Remember… Have fun!

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Marguerite Bilms, M.Ed

Cortical Vision Impairment & Adaptations For Literacy

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Roman-Lantzy, 2007

Neurological condition where vision impairment is

caused by abnormalities in the brain and visual processing.

Coexisting ocular conditions may be present

CVI Overview

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Where Do We Start?

• 1. Identify 2. Assessment 3.Intervention

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Roman-Lantzy, 2007

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.

CVI Range: Overview

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Characteristics of CVI & Impact on Literacy

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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 Gaze Environment with controlled lighting 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?

Characteristics: Roman-Lantzy, 2007 26

VS

Classroom Environment

Accommodating a Learner who has CVI

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• Controlled Lighting
• Controlled Noise
• Low Complexity
• Be conscious of glare on materials

Materials:

• Black Shower Curtains
• Black Curtains
• Black Foam Board
• Velcro

Environmental Accommodations

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VS

Be aware of what you wear.

Educator Accommodations

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XL Black Cotton Shirt Purchased at Target $10.00

You Can Still be Stylish!

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☐

 We have covered:

• 1. Knowledge 
• 2. Looks
• 3. Now, Books!

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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)

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5 Little Ducks

By: Child’s Play

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Credit: Ryan Milligan, M.Ed

5 Spring Flowers

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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

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Thank you!

Remember… Be creative!

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Ira Padhye, M.Ed

Total Deafblindness & Adaptations for Literacy

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• No functional vision & no functional hearing

Definition

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• 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?

The Learning Media Assessment

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• Simple Tactile Representation
• Use of Tangible Object Symbols
• Tactile Sign Language
• Braille for exposure

Literacy Accommodations

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• Calendar Systems and Tactile Object Symbols
• Books (Experience and Social Stories)
• Recipes, shopping lists, environmental labels.

Various Types of Literacy in the Classroom

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• 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

Calendar and Schedule Systems

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• Use of Objects (Full & Partial)
• Meaningful to Child
• Repeat Exposure
• Consistency
• No Miniatures

Tactile Calendar Systems

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Braille

Tactile (Tangible) Object Symbol

Tactile (Tangible) Object Symbols

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• Age appropriate topics
• Relates activity to student
• Recreate the experience and go through the

motions

• Can help in overcoming stressful or unfamiliar

situations.

Books: Experience & Social Stories

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Going to the Supermarket

Example: Experience Story

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Going to the Supermarket

Example: Experience Story

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Going to the Supermarket

Example: Experience Story

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Toothbrushing

Example: Social Story

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Incorporating the other senses (touch, taste, smell) Following Recipe Sequence the recipe (What came first?)

Recipes, Shopping Lists, Environmental Labels

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Recipes, Shopping Lists, & Environmental Labels

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• 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,

Materials: How to Make Tactile Books at Home?

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Thank you!

Remember… make it meaningful!

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Christa Hulburt, M.Ed

Adapted Literacy and the Transition into Formal Literacy

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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

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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

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HIERARCHY OF INFORMATION

Sentence Structure Vocabulary Real-life experiences Meaningful Characters

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

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Comprehension Questions Sequencing

Accessing the Common Core

CCSS.ELA-LITERACY.RL.1.2

• Retell familiar stories including key details

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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

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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

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Comprehension Questions Main Idea, Spelling, Word Identification

Work Example: Our Field Trip adapted book

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Sentence Structure Spelling

Work Example: My Morning adapted book

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Comprehension and Word Identification

Work Example: My Family adapted book

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LITERACY IS ALL AROUND US!!! You can make literacy accessible by…

• Appropriate assessment
• Adapted books and story boxes
• Accommodating for CVI and total

Deafblindness

• Developing skills necessary to move towards

formal literacy In conclusion…

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Thank You

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http://www.pathstoliteracy.org/learning-media-assessment Roman-Lantzy, C. (2007). Cortical Vision Impairment: An Approach to Assessment and Intervention. AFB Press.

References

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