Copyright 2010 Betsy Flener Ed. D. Promoting Literacy of Students with Visual and Multiple...

Copyright 2010 Betsy Flener Ed. D.

Promoting Literacy of Promoting Literacy of Students with Visual Students with Visual

and Multiple and Multiple DisabilitiesDisabilities

Dr. Betsy FlenerDr. Betsy Flener

Regional ConsultantRegional Consultant

Kentucky School for the BlindKentucky School for the Blind


What is Literacy?What is Literacy?

Early literacy Early literacy

Academic literacyAcademic literacy

Functional literacyFunctional literacy


Early LiteracyEarly Literacy

““The process of becoming literate begins at The process of becoming literate begins at birth through repeated incidental and birth through repeated incidental and planned interactions with literacy media planned interactions with literacy media throughout the day prior to the onset of throughout the day prior to the onset of formal instruction in reading and writing” formal instruction in reading and writing” (Koenig & Farrenkopf, 1997; Marvin & (Koenig & Farrenkopf, 1997; Marvin & Wright, 1997 as quoted in Parker & Wright, 1997 as quoted in Parker & Pogrund, 2009).Pogrund, 2009).


Early Literacy (Cont’d)Early Literacy (Cont’d)

According to Dunst et al. (2006), early According to Dunst et al. (2006), early literacy is comprised of the followingliteracy is comprised of the following

Pre-literacy developmentPre-literacy development Emergent literacyEmergent literacy Early literacyEarly literacy



““Pre-literacyPre-literacy is defined as nonverbal is defined as nonverbal communication skills and social skills communication skills and social skills acquired before language onset. They are acquired before language onset. They are the foundation for language acquisition the foundation for language acquisition and emergent literacy skills” (Dunst et al., and emergent literacy skills” (Dunst et al., 2006)2006)



Sheena: The importance of embedding Sheena: The importance of embedding skills in routines (i e. mobility, tactual skills in routines (i e. mobility, tactual exploration, concepts, language, exploration, concepts, language, communication, etc.)communication, etc.)


SheenaSheena


Early Years (Cont’d)Early Years (Cont’d)

Emergent literacy includes "the verbal and Emergent literacy includes "the verbal and nonverbal skills that are the foundation for nonverbal skills that are the foundation for the process of learning to read, write, and the process of learning to read, write, and develop other literacy-related skills” (Dunst develop other literacy-related skills” (Dunst et al., 2006)et al., 2006)


Early Years (Cont’d)Early Years (Cont’d)

Early literacy is the "acquisition and mastery Early literacy is the "acquisition and mastery of the fundamentals of reading, writing and of the fundamentals of reading, writing and other literacy-related skills,” (Dunst et al., other literacy-related skills,” (Dunst et al., 2006)2006)


Academic LiteracyAcademic Literacy

ReadingReading WritingWriting Communicating in many symbolic formsCommunicating in many symbolic forms Skills needed for various careersSkills needed for various careers


Academic Literacy (Cont’d)Academic Literacy (Cont’d)

Fluency is often an issue for academic Fluency is often an issue for academic students and those with mild additional students and those with mild additional disabilitiesdisabilities

Silent and oral readingSilent and oral reading Increasing fluencyIncreasing fluency

Repeated readingsRepeated readings Radio readingRadio reading Paired readingPaired reading Echo readingEcho reading


Academic Literacy (Cont’d)Academic Literacy (Cont’d)

Kurzweil 1000 Kurzweil 1000

Kurzweil 3000Kurzweil 3000


Functional literacyFunctional literacy

Like every other child, children with Like every other child, children with multiple disabilities deserve the multiple disabilities deserve the opportunity to maximize their potential by opportunity to maximize their potential by learning to read or write or communicate learning to read or write or communicate through alternate means.through alternate means.


ResearchResearch

A study by Ek, Fellenius, and Jacobson A study by Ek, Fellenius, and Jacobson (2003) examined reading acquisition in (2003) examined reading acquisition in students with cerebral visual impairment.students with cerebral visual impairment.

A study published in October 2009 by A study published in October 2009 by Parker & Pogrund reviewed research on Parker & Pogrund reviewed research on the literacy of students with visual and the literacy of students with visual and additional disabilities.additional disabilities.


Calendar boxesCalendar boxes Use of routines with all goals embedded (i Use of routines with all goals embedded (i

e. mobility, tactual awareness, e. mobility, tactual awareness, communication, concept awareness, etc.)communication, concept awareness, etc.)

Light Box and Digital Light Box Artwork Light Box and Digital Light Box Artwork Activities Activities

Students with more Severe Students with more Severe ChallengesChallenges


Students with more Severe Students with more Severe Challenges (cont’d)Challenges (cont’d)

SwitchesSwitches AAC DevicesAAC Devices Computer with choice making, storyboardsComputer with choice making, storyboards


SheenaSheena


Keyboarding InstructionKeyboarding Instruction

Adapted/modified keyboardsAdapted/modified keyboards IntellitoolsIntellitools Modified methodsModified methods


Tactile MethodsTactile Methods

Use of calendar system or other with objectsUse of calendar system or other with objects Tactile symbols and routinesTactile symbols and routines Moon literacyMoon literacy Functional braille approach (Wormsley, 2004)Functional braille approach (Wormsley, 2004) Combination of braille with tactile symbolsCombination of braille with tactile symbols


Tactile Methods (Cont’d)Tactile Methods (Cont’d)

Moon LiteracyMoon Literacy

•Similar to alphabet•Use of lines and curves, •Good for advantageous blind•Requires less keen sense of touch •Appropriate for students with physical and learning issues


Tactile Methods (cont’d)Tactile Methods (cont’d)

Wormsley’s functional braille approachWormsley’s functional braille approach Based upon interests of the studentsBased upon interests of the students Tracking exercises are built into learning Tracking exercises are built into learning

the wordthe word Can be extended Can be extended Good supporting researchGood supporting research


ShelbyShelby


Tactual Methods (cont’d)Tactual Methods (cont’d)

Issues in transitioning from objects/ symbols Issues in transitioning from objects/ symbols to more refined tactual tasksto more refined tactual tasks

TexturesTextures TrackingTracking Use of both handsUse of both hands


LoganLogan


Visual ApproachesVisual Approaches

Use of pictures such as Writing with symbols, Use of pictures such as Writing with symbols, Board MakerBoard Maker

Other picture schedules for students who Other picture schedules for students who have specific formats regarding color etc.have specific formats regarding color etc.

Adapted booksAdapted books Visual charts, diagrams, graphs etc.Visual charts, diagrams, graphs etc.


ShaniaShania


Picture Schedule: Could identifyPicture Schedule: Could identify


Identified only with changesIdentified only with changes


Shania’s picture scheduleShania’s picture schedule


Functional Literacy (Cont’d)Functional Literacy (Cont’d)

AdditionalAdditional Adapted computer softwareAdapted computer software Opportunities to record and listen to Opportunities to record and listen to

information via computer, tape recorder, or information via computer, tape recorder, or CD player (e.g. Sami Says)CD player (e.g. Sami Says)

Software designed for challenged learners Software designed for challenged learners (e.g. Classroom Suite and Balanced Literacy)(e.g. Classroom Suite and Balanced Literacy)


Functional Literacy (Cont’d)Functional Literacy (Cont’d)

Additional (cont’d)Additional (cont’d) Picture Exchange System (PECS)Picture Exchange System (PECS) Switch devicesSwitch devices Augmentative Communication (e.g. Springlite)Augmentative Communication (e.g. Springlite) Symbol Communicator for the Blind Symbol Communicator for the Blind Proloquo2GoProloquo2Go


MichaelMichael


ReferencesReferences

Bishop, G. & Brauner, D. (1988). Downloaded Bishop, G. & Brauner, D. (1988). Downloaded

free computer games for blind children.free computer games for blind children.

Available online at Available online at wwwx.cs.unc.eduwwwx.cs.unc.edu

/~gh/wp/? s=sami+says/~gh/wp/? s=sami+says

Dunst, C. J., Trivette, C. M., Masiello, T., Dunst, C. J., Trivette, C. M., Masiello, T.,

Roper, N. & Robyak, A. (2006). Frame-Roper, N. & Robyak, A. (2006). Frame-

work for developing evidence-basedwork for developing evidence-based

early literacy learning practices. early literacy learning practices. CELLCELL

Papers 1(1), Papers 1(1), Retrieved from Retrieved from

http://www.earlyliteracylearning.orghttp://www.earlyliteracylearning.org


References (Cont’d)References (Cont’d)

Ek, U., Fellenius, K. & Jacobson,Ek, U., Fellenius, K. & Jacobson,

L. (2003). Reading acquisition, L. (2003). Reading acquisition,

cognitive and visual development, cognitive and visual development,

and self-esteem in four childrenand self-esteem in four children

with cerebral visual impairment. with cerebral visual impairment.

Journal of Visual ImpairmentJournal of Visual Impairment

and Blindness, 97, 741-754.and Blindness, 97, 741-754.



Parker, A. & Pogrund,R. (2009).Parker, A. & Pogrund,R. (2009). A review of the research onA review of the research on the literacy of students withthe literacy of students with visual impairments andvisual impairments and additional disabilities. additional disabilities. JournalJournal of Visual Impairment andof Visual Impairment and Blindness, 103, Blindness, 103, 635-648.635-648.


References (cont’d)References (cont’d)

Roman, C. (2007). Roman, C. (2007). Cortical Visual Impair-Cortical Visual Impair-

ment: An Approach to Assessment ment: An Approach to Assessment

and Intervention. and Intervention. New York, NY:New York, NY:

American Foundation for the BlindAmerican Foundation for the Blind

Press. Available at www.afb.orgPress. Available at www.afb.org



Wormsley, Diane (2004). Wormsley, Diane (2004). Braille literacy: A Braille literacy: A

functional approach. functional approach. New York, NY:New York, NY:

American Foundation for the Blind American Foundation for the Blind

Press.Press.

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