r3 alternate pencil for fhf - 4waystoliteracy.weebly.com
TRANSCRIPT
4/25/2012
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Alternative PencilsPresented by:
Sharon Edwards & Kristie Stapler
Region 3 AT Facilitators
www.lati3.com
Why is Writing Important?
• Writing is a window into a child’s current understandings.
• Students who write become better readers, writers and thinkers
• Some students may learn to access written communication via writing where others may learn to access spoken communication via writing
• Writing is a form of communication
• Students with significant disabilities benefit from the SAME literacy experiences and instructional approaches used with typically developing students
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We Support Literacy for Typical Developing Students
• High expectations
• Freedom to experiment
• Approximation/errors are accepted and celebrated
• Modeling
• Attribute meaning to all attemptsWe need to recognize what we are doing so we can create the
same interactions and experiences for OUR students(Cambourne 1993, 2003)
Writing is NOT…..
• Copying – this is a fine motor task that does not facilitate the process of writing
• Tracing – this is another fine motor task that does not facilitate the process of writing
• Chunked messages – using a name stamp is a matching task, pressing a button to reveal a pre‐stored message is a starting place not a product of writing
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Writing Instruction Should ….
• Include opportunities for every student to observe someone modeling the use of THEIR pencil within the context of meaningful social interactions
• Include some systematic instruction
• Include opportunities every day for each student to construct their own writing (exploration and active construction) independent of prompts, support, and assistance and without standards
Alternative Pencils
• For students who can not independently access traditional writing utensils, we must consider alternatives
• Anything that provides the student with access to ALL 26 letters of the alphabet
• Direct Selection – enlarged keyboards, alternative keyboards, tactile keyboards, alphabet display on AAC system or low tech display, onscreen keyboards, eye gaze and head pointers
• Indirect Selection – scanning using 1‐2 switches and partner assisted scanning
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Alternative Pencils
• Pick a pencil that has the most potential for students to EASILY use
• Students DO NOT need to know their letters in order to get an alternative pencil
• Students learn about pencils and letters by writing
• Early writing is a PERFECT way to work on motor skills and letter knowledge
• No prerequisites to writing
• Pick a alternative pencil and get started!!
Which One Do I Choose?
• Print Alphabet Flip Chart
• Braille Alphabet Flip Chart
• Color Coded Eye Gaze Frame
• Alphabet Intellikeys Overlays
Note: Can be used with student’s who have multiple physical, vision and hearing impairments with
unknown cognitive skills
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Print Alphabet Flip Chart
• Use through Partner Assisted Scanning (PAS)
• Partner presents the letters
• Student selects (movement, vocalization, etc.)
• Partner records student’s writing
• Partner interprets writing
• Student “reads” back
Partner Assisted Scanning• Helpful strategy for students who cannot easily reach out to
make a choice
• Partner scans through choices for student
• Simply state/list choices. Do not ask a lot of questions
• Pauses between choices
• Student indicates a choice– No tech: gesture, vocalization, eye movement, expression
– Light tech: single message device, switch
• If no selection is made‐list is repeated in same order
• Great Resources: – www.lburkhart.com
– https://www.med.unc.edu/ahs/clds/resources/deaf‐blind‐model‐classroom‐resources/partner‐assisted‐scanning
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Alphabet Flip Chart Video
Braille Alphabet Flip Chart• For students who have limited or no vision with multiple physical impairments
• Use through Partner Assisted Scanning (PAS)
• Partner physically presents letters to student
• Student selects (movement, vocalization, etc.)
• Partner records student’s writing
• Partner interprets writing
• Student “reads” back
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Color Coded Eye Gaze Frame
• Partner interprets students eye gaze
• 2 eye gazes to select 1 letter
• Partner records student’s writing
• Partner interprets writing
• Student “reads” back
Eye Gaze
Write name – Kim
• K ‐ Look at top middle, since “K” is on the bottom left then look to the bottom left to select “K”
• I – Look at top left, then top right
• M – Look at top middle, then top middle again
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Alphabet Intellikeys Overlays
• For students who have some physical ability to explore with their hands
• Computer with enlarged alternative keyboard
• Text to speech software for auditory feedback
• Standard overlays or custom made overlays (Overlay Maker for custom)
• Adapt with textures/Braille
Intellikeys With Braille Video
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Intellikeys Video
Magnetic LettersUse a cookie sheet with magnetic letters of the alphabet as an alternate pencil, if the student can point with their finger to choose letters.
Submitted by: Linda LeCompte, St. Tammany Parish Schools
Other Pencils
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Interactive Board Video
Writing ProcessTypical Students
• Exploration
• Uses with beginning purpose
• Explores with greater purpose
• Looks different from drawing
• Letter‐like
• Disconnected scribble with letter‐like forms
• Recognizable letters
• Invented spelling
• Groups of words/single sentences
• Two or more sentences
• Narratives
Our students follow the same steps but they look somewhat different.
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Writing ProcessOur Students
• Scribbling with minimal purpose
• Our students scribbling characteristics would be
– Randomly selecting letters (usually repeated)
– Randomly hitting device/switch
– Not much attention to their pencil
AAAAAAAAAABBBBBBB
Writing ProcessOur Students
• Scribbling with greater purpose
– Now attend more to the pencil
– Don’t select every letter they come across
– Change in the interaction around the scribble between the partner and student
CCGHHHK
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Scribbling
• Scribble will look different when using an alternative pencil. It is not much about how the actual letter is formed or what is selected but more so on how the student is interacting with the partner and pencil and their attention to the task; as well as subtle changes in these two over time.
Writing ProcessOur Students
• Drawing and writing are the same
– Hard to see this stage for our students because they do not draw
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Writing ProcessOur Students
• Letter Like
– Attend even more to the pencil
– Searching/waiting for letters that they like
– Picking later letters
– Eventually see letter patterns, adding spaces and word like groupings
H LM MNP ST
With Opportunity Changes Occur
Jake ‐ http://www.med.unc.edu/ahs/clds/projects/deaf‐blind‐model‐classroom/jakes‐story
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With Opportunity Changes Occur
Matthew ‐http://www.med.unc.edu/ahs/clds/projects/deaf‐blind‐model‐classroom/matthews‐story
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Getting Started
• Pick a pencil and “let’s write”
• Accessible and quick easy set‐up
• Train all teachers/para
• MODEL, MODEL, MODEL
• Dailey unprompted opportunities
• Identify possible selection behaviors
Selecting/Teaching Behavior Video
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MODEL, MODEL, MODEL
• Identify 4 times during day to model pencil
• 2 minutes or less!
• Pick a student and write with their pencil
• Make a BIG deal about it and use think outlouds
• Write a word or a few letters
Modeling Video
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Modeling, Writing & Reading Back Video
Writing Opportunities
• Once a student is purposefully selecting letters skipping letters or attending more to the pencil, it is time to move from “let’s write” to specific reasons.
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Pick a Topic
• Helps motivate the writer
• Allows the partner to have an interaction with the student
• Help the partner make sense of seemingly random scribble
• Find ways to get them to select a topic
Pick a Topic
• Sign name ‐ attendance, library, sign up for activity/toy
• Remnant Books – scrapbook of places been, hobbies, things like, artwork etc.
• Photo Books – family, vacations, house, pets, etc.
• Pictures from the Internet
• Make a list – to do, grocery, etc
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Remnant Book
The student used a remnant book to select a topic for writing. He selected Mickey Mouse which was added after a recent family vacation to Disney World.
Remnant Book
The student uses an 8 location communication device, an alphabet flip chart and a Step‐by‐Step Communicator for selecting letters.
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This is the writing
sample that the
student produced.
Questioning
confirmed that “W”
was for “wow”
meaning that Disney
World was lots of fun.
Remnant Book
Why Attribute Meaning?
• A natural response to children without disabilities
• Teaches student to be less random
• Builds cognitive understandings over time
• Sends message of competence
• Implies high expectations
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Give Writing Meaning
• “You’ve written a lot of letters—let’s see if we can count them.”
• “Point to one of your letters‐let’s see if it is in someone’s name.”
• “You have a lot of “c”s in your writing. Let’s find all of them.”
• “Pick a letter and let’s find something in the room that starts with that letter.”
• “Pick a letter and let’s write a letter book with it.”
Give Meaning
• After writing, partner reads and talks about student’s scribble
– Partner says, “You have written a lot of letters! I can use some of them to write a word about (topic)”
– ”I see k,u,t” (point to letters)
– “I can use these letters to write the word “turkey”
• Partner models writing this word using the student’s pencil
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Read it Back
• “Read that back to me” communication option
• Program writing message into Big Mack or Step by Step and allow student to “read” it to several people across the day.
• Read it to another student to encourage peer to peer interaction
Reading Back Video
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Goal for Writing Instruction
• Construction of meaning through text is the ultimate goal of writing instruction
• Sub‐skills such as spelling, handwriting, typing, punctuation and grammar usage are important but their importance is determined by how much they assist the writer in composing meaningful text
THINK:Access, Opportunity, Model = Change
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References
Vicky Roy, PhD, CCC‐SLPInteractive Communication, LLC
– Alternate Pencil: Why Bother?
– Alternate Pencil: Getting Started
– Alternate Pencil: Moving Beyond “Let’s Write”
Dr. Gretchen Hanser, PhDU of North Carolina, Literacy & Disability Studieshttp://www.med.unc.edu/ahs/clds
– Emergent Literacy for All
Evaluation
• Please take time to complete the evaluation:
http://region3.assistivedb.com/add_evaluation.php?ID=57
Thank You!