Final Projec-Claudia Nanni.pptx

8/13/2019 Final Projec-Claudia Nanni.pptx

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TEACHING BLIND STUDENTS



AIMS OF THE WORKSHOP

1- Define and types of visual impairment andblindness2- Inform about the learning styles of blindstudents3- Reflect upon classroom differentiatedInstructions

4- Provide useful tips on how to teachlanguage skills to blind students5- Adapted Activities



VISUAL IMPAIRMENT

There are four levels of visual function,according to the International Classification ofDiseases -10 (Update and Revision 2006):



Visualimpairment

Lowvision

Moderate

visualimpairment

Blindness

Severevisual

impairment



CHARACTERISTICS OF BLIND STUDENTS TO

CONSIDER

Most of the information weget from external sourcescame through the vision(around 80%) this

information is very fast andglobalized . Therefore;when the information isreceived from the ear ortact , the process is slower

and complex because theinformation is receivedsequenced and must beinterpreted.



LEARNING STYLES: THE FOUR MODALITIES

VISUAL :Use manyvisuals in the classroom.For example, wall displaysposters, realia, flash cards,graphic organizers etc.(NO) AUDITORY : Use audiotapes and videos,storytelling, songs, jazzchants, memorization and

drills Allow learners towork in pairs and smallgroups regularly.

KINASTHETIC : Usephysical activities,competitions, boardgames, role plays etc.Intersperse activities whichrequire students to sitquietly with activities thatallow them to move aroundand be activeTACTILE : Use board and

card games,demonstrations, projects,role plays etc. Use while-listening and readingactivities. For example, askstudents to fill in a tablewhile listening to a talk, or



BLIND STUDENTS´LEARNING STYLE



When in the classroom the teacher has to bem ore voca l and say out every word he or sheputs on the board including direction of where

the words are.For example: Teaching the format of a letter sayout,

'On the left hand corner of your page you write theaddress. The address of this college is number

twenty-nine, Green Lane'.

Remember the blind student cannot see theboard but he or she can hear well.



• Identify yourself • Use the student's name

• When talking in a group/ classroom address people byname.• Explain to the student about what is going to happen• Explain sudden noises• Don't shout. People who are blind or vision impaired arenot deaf.• When seating a person who is blind or vision impairedguide their hand to the back of the chair and allow them toseat themselves.• Talk about what you are doing• Show the student where things are placed and let thestudent pick up and feel objects, where appropriate.• Don't move objects without telling the student

TIPS TO CONSIDER



• Don't leave doors ajar. Close or open them fully.• If you are leaving, tell the student where you are going,

who is still with them and when you will be back• Give clear directions, don't talk about "here" and "there"• Speak directly to the student not through another person• It's OK to use words like "look" and "see"• It's OK to refer to colour when talking to the student.• Let the student have hands-on experiences wheneverpossible. Don't force the student to touch new things ifthey are unsure about them.• Ask if the student needs help rather than assuming. The

student needs to become independent.• Don't leave the student unless they know where they are• Don't push or steer the student, let them take your handor elbow



Is it an ordinary classroom? What is it differenthere?



DIFFERENTIATED INSTRUCTION

Differentiation is modified instruction that helpsstudents with diverse academic needs andlearning styles master the same challengingacademic content. Differentiating does not meanproviding separate, unrelated activities for eachstudent but does mean providing interrelated

activities that are based on student needs for thepurpose of ensuring that all students come to asimilar grasp of a skill or idea (Good, 2006).



DIFFERENTIATED INSTRUCTION STRATEGIES

DIFFERENTIATED INSTRUCTIONS IN THE CLASSROOM. CHAPTER 6



ASPECTS TO CONSIDER WHEN TEACHING

LANGUAGE SKILLS

Writ ingBlind students do not write using a pen they write in Braille system.Braille can be produced manually, using a braille writer or slate andstylus, or it can be produced electronically, using a computer, specialtranslation software, such as Duxbury, and a braille embosser.To teach writing formats we can create materials ourselves or use theservices of a teacher of the blind and visually impaired or certified brailletranscriber. We can also have a page format and by using wordprocessor and screen readers



SPEAKING

For linguistic and verbal activities there are no understandingproblems since blind students can understand oral messagescoming form different sources (the teacher, classmates, recordingmaterial or audiovisuals) easily.For non-linguistic and non-verbal activities it is hard for a

blind student to identify and understand mimic, gestures, facialexpressions, hand movements, spaces , paralanguage ,posturesetc which are important elements when learning a ForeignLanguage. Therefore, Teachers should try to familiarize studentswith the recognition of common sounds, rhythm and intonation inthe foreign language as a mean of interpreting speaker´s

intention and the meaning of the message..



LISTENING

When learning a foreign language we need to teach how toidentify, discriminate, locate the sounds to detect thevoices of the people they are talking to or they are listeningfrom an audio tape. The students need to imitate andperceive sounds that are typical of the foreign languagewith the highest fidelity To learn this skill students need to

practice individually using audio books or audios recordedby the teacher. Blind students can use headphones , butthey can’t solve fill in the blank exercises



READING

Blind students can discover the content of a book orpiece o writing through:

BRAILLE; Braille readers cannot skim read andmay take up to three times as long as otherstudents to read a text. They can also read through―talking books,‖ which are recordings of entirebooks-novels, schoolbooks, and so on-that can beplayed back on cassette, compact disc players,Mp3 players and computers.Optical scanners are another way to translateprinted material into sound – these computers scana page from a book or magazine, and a computer-generated voice readsthe material aloud.



Computer technology and screen readers have nowbecome so popular among blind readers as it hasaccess to millions of books & magazines all around theworld in various medium, text, word, pdf or audio format

There is a sound synthesis software such as text tospeech and voice recognition that can be installed onthe computer. This software varies in price, but thereare a number of programs which can be downloadedfor free.

Blind person proficient at understanding JAWS or suchsoftware will read you under the library table any day .



READING FROM THE WEB

Remember, people who are blind access theweb using screen readers and keyboards, andthere are some major obstacles that they facewhen trying to access web content. Keep inmind that an accessible web site meansfreedom and independence for someone who isblind. When web developers don't provide

accessible content, the only way that a blindperson can get the information from the web siteis through someone else.(teachers or parents)



TYPE OF ACTIVITIES BLIND STUDENTS CAN´T DO

CAN’T DO ALTERNATIVE

LONG READINGS WITHCOMPREHENSION ACTIVITIES AT THEEND

IF USING SCREEN READER SHORTTEXT( 4 LINES) AND A QUESTION TO

ANSWER. IF BRAILLE READING IDEM

FILL IN THE GAPS WITH CUES THE CUE SHOULD BE WRITTEN NEXTTO THE BLANK SPACE NOT AT THEEND OF THE LINE

SENTENCE TRANSFORMATIONEXCERCISES

USING SCREEN READERS THESENTENCES SHOULD BE SHORT SO

AS TO RETAIN IN MIND THE MEANINGOF THE SENTENCE

MATCHING ACTIVITIES STUDENTS READ WITH THEIRFINGERS SO THEY WON´T REMEBERWHICH OPTION WAS ALREADYCHOSEN

MULTIPLE CHOICE EXCERCISES IF USING SCREEN READER THE

CHOICES SHOULD BE WRITTEN WITHNUMBERS ONE BELLOW THE OTHER.



CAN´T DO ALTERNATIVE

STORIES BORN BLIND Students do not have themental image or imagination to write astory.

Listening - comprehension gaps They can finish ideas they listen to butnot fill in gaps while listening.

posters If they are not taught how to draw or doartistic activities they won´t be able tomake a poster



WHAT TO DO IN THE EFL CLASSROOM

Playing Ar ea orEnvi ronment

Make the area larger orsmallerMake visible/auditoryboundariesLower the height of goalsOrient the individual to theactivity area



CREATING MATERIALS FOR TEACHING

VOCABULARY

Ob jects / realiaMake the object biggeror smallerMake it softer or harderMake it audible or brightChange the texture ofthe object

Make the object heavieror lighterIncrease the size of thetarget



FINAL ACTIVITY

Summary BallPurpose: To create a group summary.1.Write the questions

Who, What, Where, When, Why, and How on an inflatedbeach ball, using a permanent marker.2. Have Teachers toss around the ball in a small group.Each Teacher who catches the ball will have to look to seewhich word is closest to his or her right thumb, and toanswer that question with regard to the contents presentedin the workshop.3. Record the Teachers ’ responses on chart paper toprovide a group summary.

http://www.youtube.com/watch?v=DBpdcDQG6Tc&list=TLno74iIw07MOR_YXgZ5yEKg-pLb-WnfIG




Click here to see the video: https://www.youtube.com/watch?v=DBpdcDQG6Tc
















They are unable to ―see‖ they rely solely ontheir other senses — listening, smelling, tastingand touching. They have a huge sense of trustin humanity — they will listen to you, sharetheir stories with you, seek guidance in youand vice versa, hold your hand as a teammate, laugh freely with you and hug you

endlessly without hesitation. Its only natural forus to feel sympathetic towards those without―sight‖ but after some time spent with them



WEBOGRAPHY

http://www.hltmag.co.uk/jan08/stud02.htm http://www.artbeyondsight.org/teach/how-blind-draw.shtml http://www.aph.org/edresearch/illustrations http://www.aph.org/pe/art_lieberman1.html

http://www.pathstoliteracy.org/tools writingbraille

http://www.hltmag.co.uk/jan08/stud02.htm

http://www.artbeyondsight.org/teach/how-blind-draw.shtml


http://www.aph.org/edresearch/illustrations


http://www.aph.org/pe/art_lieberman1.html

http://www.pathstoliteracy.org/tools-writing-braille







http://www.aph.org/pe/art_lieberman1.html








http://www.hltmag.co.uk/jan08/stud02.htm

Final Projec-Claudia Nanni.pptx

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