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 media" refers to the way in which students access the general education curriculum. More information at: www.pathstoliteracy.org 4 http://www.pathstoliteracy.org
Hierarchy of Communication Swim Object Picture of Object Mayer-Johnson Formal Written Word Concrete Abstract 5
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
Story Boxes & Adaptations For Literacy Megan Connaughton, M.Ed 7
Story Box Overview • Pre-literacy • Concrete abstract concepts • Appropriate for students at different cognitive levels 8
Story Box Overview • How to create access for different learners 9
Why Use Story Boxes? • Interaction • Concrete examples • Develop various concepts • Fun and engaging! 10
Unique • Story boxes should be unique to the student • Age appropriate • Reflect the student’s interests 11
Concrete Abstract • Unique to student’s level of communication 12
Concrete Abstract • Concrete: Real objects that are meaningful to the student 13
Concrete Abstract • Abstract: Represents another meaning 14
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
For All Story Boxes • Consistency of words & labels “SHOE” “SNEAKER” 16
For All Story Boxes • Repeat Exposure 17
For All Story Boxes • Unique and Engaging! 18
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
Thank you! Remember… Have fun! 20
Cortical Vision Impairment & Adaptations For Literacy Marguerite Bilms, M.Ed 21
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
Where Do We Start? 1. Identify 2. Assessment 3.Intervention 23
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
Characteristics of CVI & Impact on Literacy 25
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
Classroom Environment Accommodating a Learner who has CVI VS 27
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
Educator Accommodations Be aware of what you wear. VS 29
You Can Still be Stylish! XL Black Cotton Shirt Purchased at Target $10.00 30
We have covered: 1. Knowledge 2. Looks ☐ 3. Now, Books! 31
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
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5 Little Ducks By: Child’s Play 34
5 Spring Flowers 35 Credit: Ryan Milligan, M.Ed
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
Thank you! Remember… Be creative! 37
Total Deafblindness & Adaptations for Literacy Ira Padhye, M.Ed 38
Definition • No functional vision & no functional hearing 39
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
Literacy Accommodations • Simple Tactile Representation • Use of Tangible Object Symbols • Tactile Sign Language • Braille for exposure 41
Various Types of Literacy in the Classroom • Calendar Systems and Tactile Object Symbols • Books (Experience and Social Stories) • Recipes, shopping lists, environmental labels. 42
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
Tactile Calendar Systems • Use of Objects (Full & Partial) • Meaningful to Child • Repeat Exposure • Consistency • No Miniatures 44
Tactile (Tangible) Object Symbols Braille Tactile (Tangible) Object Symbol 45
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
Example: Experience Story Going to the Supermarket 47
Example: Experience Story Going to the Supermarket 48
Example: Experience Story Going to the Supermarket 49
Example: Social Story Toothbrushing 50
Recipes, Shopping Lists, Environmental Labels Incorporating the other senses (touch, taste, smell) Following Recipe Sequence the recipe (What came first?) 51
Recipes, Shopping Lists, & Environmental Labels 52
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
Thank you! Remember… make it meaningful! 54
Adapted Literacy and the Transition into Formal Literacy Christa Hulburt, M.Ed 55
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
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
HIERARCHY OF INFORMATION
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
Accessing the Common Core CCSS.ELA-LITERACY.RL.1.2 • Retell familiar stories including key details Sequencing Comprehension Questions 60
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
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
Work Example: Our Field Trip adapted book Comprehension Questions Main Idea, Spelling, Word Identification 63
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