Braille for Students with Additional Disabilities

1. Braille for Students with Additional Disabilities Linda Washburn SPE 520

2. Historical Perspective Until 1990’s, students with intellectual disabilities were not given braille instruction (Swenson, 1999) Assumption – because of complexity of contractions, instruction in braille for students with additional disabilities should be limited (Miller & Rash, 2001)

3. New Perspective Since 1990’s, possibility of instruction in functional braille considered (Swenson, 1999).

4. What Does the Law Require? Q – “Some children with blindness or visual impairment also have additional disabilities--such as autism, learning disabilities, developmental delays, cerebral palsy, and so forth. …Might these children require Braille instruction?”

5. What Does the Law Require? • A: “Yes…. Literacy is the pathway to maximum independence and life satisfaction for every child that has the capacity to learn, including those at the functional reading level. It may take such children longer to learn to read, and/or require additional supports or individualized strategies, but this only highlights the importance of good assessments.” • www.nfb.org

6. Who Should Learn Braille? • Students with: - cognitive disabilities - learning disabilities - physical disabilities - deaf-blindness About 2/3 of students with VI have additional disabilities.

7. Who Should Learn Braille? • All children who would benefit from: - literacy - communication - functional possibilities Depends on student needs.

8. Forms of Braille Literacy Pre-braille / Emergent Literacy Academic (Reading and Writing) Functional Assessment of Braille Literacy Skills

9. Definition of Functional Literacy Functional Literacy: “…is considered to be an alternate method of acquiring information and communicating it through means other than (Academic Literacy) “… (are) skills that are used to accomplish functional living tasks or day-to-day tasks. “Often, students with additional disabilities will employ some of these skills.” Assessment of Braille Literacy Skills (p.7).

10. Functional Uses of Braille • Grocery lists • Recipes • ATMs • Bills • Job applications • Menus • Watches / clocks (D’Andrea, 1997. p.172) • Maps, charts, graphs • Magazines • Elevators • Signs in public places • Address books • Phone lists • Filing

11. Requisites for Functional LiteracyLearning Media Assessments of Students with Visual Impairments (Koenig & Holbrook, 1995) Would student benefit from instruction in functional literacy? Would it facilitate independent living and work skills? Is value justified, given other areas of need? 18 indicators of readiness Use of sensory information

12. Requisites for BraillePerkins Activity and Resource Guide(Heydt et al., 1992 in Swenson, 1999) Grasp of basic concepts (same / different) Tactile discrimination Understanding of symbolic thought

13. Requisites for BrailleBraille Requisite Skills Inventory Cognitive (examples) Fine motor / tactual (Examples) • name 10-12 common objects within the environment and describe their use. • match shapes • identify shapes • identify body parts, • positional concepts • sequence • tactual similarities and differences • count • recall • tactually explore objects • manipulate objects • temperature • cut • use fasteners • do puzzle

14. Pre-braille • Calendar boxes • Object calendars • Tactile symbols (D’Andrea, 1997. p.172)

15. Why? • Participation in classroom activities • Integration with listening and speaking • Job skills for future (Swenson, 1999) “…braille…can improve the quality of students’ lives…” (D’Andrea, 1997. p.169).

16. Cognitive / Intellectual Disabilities

17. Cognitive / Intellectual Disabilities • No ‘minimum IQ’ to learn braille • Need lots of exposure - label • Functional and recreational • Consider uncontractedbraille • Model • Use technology • Slow pace • Language experience stories • Motivation (D’Andrea, 1997. pp.168-171)

18. Cognitive / Intellectual Disabilities • Set realistic objectives • Make literacy relevant • Pair with tactile pictures • Focus on skill development • Offer repetition • Consider alternative modes (uncontracted, jumbo, etc.) • Involve others (school staff and parents) • Daily immersion needed (Swenson, 1999. pp.121-123)

19. Uncontracted Braille Reading contracted braille requires more intellectual exertion, so fewer cognitive resources are available for comprehension (Troughton, 1992) Contracted braille seems to be particularly challenging for persons with cognitive impairments (Troughton) All references from Herzberrg, Stough, & Clark, (2004)

20. Uncontracted Braille • For students with IQ below 85, braille is inefficient method of communication; use of contracted braille may not be feasible (Nolan & Kedris, 2001, in Miller & Rash, 2001) • Uncontractedbraille aids MIVI students by facilitating independent participation and in community settings (Sanspree, 1998) • All references from Herzberrg, Stough, & Clark, (2004)

21. Uncontracted Braille “alphabetic (uncontracted) braille is a good choice for a population of students who (are) described variously as having additional disabilities” Easier for teachers and staff Immediate feedback for student (Miller & Rash, 2001)

22. Why Not Transition to Contracted • Don’t need to read a lot • Memory challenges • Need continual reinforcement • Unmotivated to learn more • If deafblind, many language codes learned • Assess often – contracted braille is always possibility • (Miller & Rash, 2001)

23. Learning Disabilities

24. Learning Disabilities(D’Andrea, 1997) Assess – is problem with mechanics, comprehension, braille? Source of problems – inconsistent instruction, method, environment?

25. Strategies for Students with Learning Disabilities(D’Andrea, 1997) Braille reading comprehension • Furniture • Tracking • Reversals – mnemonics, overlearning, visualization. • Phonics • Context clues • Notetaker • Purpose • Predictions • Prior knowledge • Vocabulary • Rereading • Student questions • Figures of speech • Student interests

26. Strategies for Students with Learning Disabilities(D’Andrea, 1997) Teach metacognition Foster love of reading Consult other professionals

27. Sources of Reading Problems(Olson, 1981) • Book handling / posture • Locating skills • Finger curvature / hand relaxation • Lightness of touch • Hand movement • Symbol recognition • Phonetic analysis • Structural analysis • Contextual analysis • Comprehension • Rate of reading • Flexibility of reading rate • Oral expression • Attitude / motivation

28. Visual Disability and/or Learning Disability(Erin & Koenig, 1997) Students with learning disabilities and visual disabilities often demonstrate similar behaviors – often mistaken for one another

29. Learning Disabilities undiagnosed because: (Erin & Koenig, 1997) • Signs of visual disability are more apparent first • Visual disability more easily understood concept • Visual disability more acceptable explanation 14% to 60% of VI are also LD

30. Difficulties with Eligibility(Erin & Koenig, 1997) LD is discrepancy between achievement and potential But tests to measure are not valid for VI students, especially if auditory or tactual learner Eligibility will depend on observation, interviews, and diagnostic activities

31. Assessment for Students who are blind(Erin & Koenig, 1997) • Test transcribed into braille • Some oral testing – but what is being measured? • Expand or eliminate time limits • Visual concepts • Difficulties in tactile perception could be defined as LD • Continued reversals may be sign of LD

32. Interventions(Erin & Koenig, 1997) • Compensatory skills – listening, talking calculator, word processor • Learning strategies – real objects - simple tactile models and graphics - multisensory learning - phonics - context Are appropriate learning opportunities given?

33. Interventions(Erin & Koenig, 1997) Successful instruction of the learner with LD and VI needs: • Breaking task into meaningful components • Consistent procedures • Relevant material • Engage several senses • Structured practice • Flexible time limits (Levack, 1991) “The learner who experiences disorganization in time and space resulting from a visual disability and a learning disability can benefit from a well-structured learning program that provides frequent, measurable successes”. (p. 318)

34. Approaches to Braille Reading Instruction(Erin & Koenig, 1997) Mangold Developmental Program – precision approach to perceptual and mechanical Patterns – controls rate of introduction of braille contractions Uncontracted braille

35. Uncontracted Braille 98% of students with learning disabilities performed better with uncontracted braille “Contracted braille appears to be particularly challenging for persons with learning disabilities” Troughton (1992) in Herzeberg, Stough, & Clark (2004)

36. Uncontracted Braille Alphabetic braille increases options for students with learning disabilities Contractions don’t match with strategies to teach reading (Miller & Rash , 2001)

37. Uncontracted Braille • Use uncontractedbraille with struggling readers • There are contractions that facilitate reading • Rather, improve reading through: • Phonological awareness • Word study • Spelling • Fluency • Comprehension (UT System / TEA , 2003)

38. Conclusion

39. Conclusion “The literacy needs of students with additional disabilities should be examined and addressed with the same care and commitment as those of students with only a visual impairment.”  (Holbrook & Koenig, 2001)

40. Conclusion “It is important to clearly define functional literacy based on individual students’ daily activities and encourage parents and educators to think creatively in order to include literacy in the lives of students with visual impairments and (other) disabilities.” (Holbrook & Koenig, 2001)

41. Conclusion “Exploring a wide variety of adaptations for reading and writing allows students with visual impairments and additional disabilities the opportunity to include literacy in their lives.” (Holbrook & Koenig, 2001)

42. Conclusion Everyone deserves a system of communication and opportunities for literacy

43. References • D’Andrea, F. (1997). Teaching braille to students with speical needs. In D. Wormsley & M D’Andrea (Eds.) Instructional strategies for braille literacy (145-188). New York: AFB Press. This book is a comprehensive examination of strategies to use with braille readers at all stages of literacy. • Erin, J. & Koenig, A. (1997). The Student with a Visual Disability and a Learning Disability. Journal of Learning Disabilities, 30 (3), 309-320. This article addresses definitions of LD and VI, and describes the difficulties in using standardized tests for students with low vision and blindness, and how to modify the tests.

44. References (cont’d) • Herzberg, T., Stough, L., & Clark, C. (2004). Teaching and Assessing the Appropriateness of Uncontracted Braille. [Electronic Version]. Journal of Visual Impairment and Blindness, 98 (12). This article details the experiences of 4 VI teachers who have used uncontractedbraille with students.

45. References (cont’d) • Holbrook, M. & Koenig, A. (2001). The Challenge of Providing Appropriate Literacy Instruction for Students with Visual Impairments. [Electronic version]. The Educator, XIII (1).www.icevi.org/publications/educator/Fall_01/article6.htm This article details the challenges of qualified personnel, beginning instruction, dual media, and additional disabilities when providing instruction in literacy. • Koenig, A. & Holbrook, M. (1993). Learning Media Assessment of Students with Visual Impairments. Austin, Texas: Texas School for the Blind and Visually Impaired. This volume is a comprehensive resource for performing LMA’s.

46. References (cont’d) • Miller, C. & Rash, A. (2001). Reading for Everyone: Expanding Literacy Options. SEEHEAR, Summer issue. This article explores the possibility of using uncontractedbraille with some students. • National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities & NOPBC. (n.d.). Braille and Visually Impaired Students--What does the law require? [Electronic version]. www.nfb.org/images/nfb/publications/fr/fr22/fr06sum18.htm. This brochure explains the requirements of braille instruction provision in the Individuals with Disabilities Act (IDEA).

47. References (cont’d) • Olson, M. Guidelines and games for teaching efficient braille reading. (1981). New York: AFB Press. This book provides practical suggestions for teaching braille. • Region IV. (1991, revised 2003). Braille Requisite Skills Inventory. Houston, TX: Region IV Education Service Center. This inventory lists skills needed before and while teaching braille. • Region IV. (1994-1995). Assessment of Braille Literacy Skills. Houston, TX: Region IV Education Service Center. This assessment sequentially lists braille literacy skills.

48. References (cont’d) • Swenson, A. (1999). Beginning with braille. New York: AFB Press. This book provides practical suggestions on how to teach braille reading and writing. • UT System / TEA. (2003). Effective Instruction for Elementary Struggling Readers Who Are Blind or Visually Impaired: Research-Based Practices. Effective instruction for elementary struggling readers who are blind or visually impaired. Austin, TX: University of Texas System / Texas Education Agency. The handouts from this workshop provide resources for the best practices in teaching reading, specifically geared toward students with visual impairments.

49. Questions?