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Welcome!. What is Literacy?. Bilms & Padhye, 2013. Communication!. Where to Start?. Learning Media Assessment (LMA) - PowerPoint PPT PresentationTRANSCRIPT
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
SwimFormal Written WordMayer-JohnsonPicture of ObjectObject
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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• Pre-literacy• Concrete abstract concepts• Appropriate for students at different cognitive
levels
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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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
19Bilms & 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
22Roman-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
24Roman-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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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
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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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Adapting BooksExample:
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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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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• 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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• 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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Incorporating the other senses (touch, taste, smell)Following Recipe
Sequence the recipe (What came first?)
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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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 reading2. How to discuss information with others3. 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
59Sentence StructureVocabulary
Real-life experiencesMeaningful Characters
Accessing the Common CoreLesson 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 QuestionsSequencing
Accessing the Common CoreCCSS.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 abstract2. Building upon main idea3. Moving further up in the communication
hierarchy, when appropriate4. 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
63Comprehension QuestionsMain Idea, Spelling, Word Identification
Work Example: Our Field Trip 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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http://www.pathstoliteracy.org/learning-media-assessment
Roman-Lantzy, C. (2007). Cortical Vision Impairment: An Approach to Assessment and Intervention. AFB Press.
References