1 / 68

Welcome!

Welcome!. What is Literacy?. Bilms & Padhye, 2013. Communication!. Where to Start?. Learning Media Assessment (LMA)

ban
Download Presentation

Welcome!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Welcome!

  2. What is Literacy? Bilms & Padhye, 2013

  3. Communication!

  4. Where to Start? 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

  5. Hierarchy of Communication Swim Object Picture of Object Mayer-Johnson Formal Written Word Concrete Abstract

  6. Overview of Presentation • Story Boxes • CVI Adaptations and Accommodations • Adaptations for Total Deafblindness • Teaching Strategies for moving towards a more traditional approach to literacy

  7. Story Boxes & Adaptations For Literacy Megan Connaughton, M.Ed

  8. Story Box Overview • Pre-literacy • Concrete  abstract concepts • Appropriate for students at different cognitive levels

  9. Story Box Overview • How to create access for different learners

  10. Why Use Story Boxes? • Interaction • Concrete examples • Develop various concepts • Fun and engaging!

  11. Unique • Story boxes should be unique to the student • Age appropriate • Reflect the student’s interests

  12. Concrete  Abstract • Unique to student’s level of communication

  13. Concrete  Abstract • Concrete: Real objects that are meaningful to the student

  14. Concrete  Abstract • Abstract: Represents another meaning

  15. Concept vs. Abstract • A student who is not yet an abstract thinker can still use abstract objects in a story box • Use to focus on concepts Focus on the object being RED, not on it representing an apple

  16. For All Story Boxes • Consistency of words & labels Vs. “SHOE” “SNEAKER”

  17. For All Story Boxes • Repeat Exposure

  18. For All Story Boxes • Unique and Engaging!

  19. How to Create a Story Box • Book Materials: • Paper (Black) • Lamination • Sheet Protectors • Hole Puncher • Rings • Pictures: • Scanner • Internet Search • Personal Camera • Draw it • Cut out of Book • Objects: • Donation • Dollar Stores • Craft Stores • E-Bay Bilms & Padhye, 2013

  20. Thank you! Remember… Have fun!

  21. Cortical Vision Impairment & Adaptations For Literacy Marguerite Bilms, M.Ed

  22. CVI Overview • Neurological condition where vision impairment is caused by abnormalities in the brain and visual processing. • Coexisting ocular conditions may be present Roman-Lantzy, 2007

  23. Where Do We Start? Identify 2. Assessment 3.Intervention

  24. CVI Range: Overview 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. Roman-Lantzy, 2007

  25. Characteristics of CVI & Impact on Literacy

  26. Characteristics: Roman-Lantzy, 2007

  27. Classroom Environment Accommodating a Learner who has CVI VS

  28. Environmental Accommodations • Controlled Lighting • Controlled Noise • Low Complexity • Be conscious of glare on materials • Materials: • Black Shower Curtains • Black Curtains • Black Foam Board • Velcro

  29. Educator Accommodations Be aware of what you wear. VS

  30. You Can Still be Stylish! XL Black Cotton Shirt Purchased at Target $10.00

  31. We have covered: Knowledge  Looks Now, Books!  ☐

  32. 5 Little Ducks By: Child’s Play

  33. 5 Spring Flowers Credit: Ryan Milligan, M.Ed

  34. Thank you! Remember… Be creative!

  35. Total Deafblindness & Adaptations for Literacy Ira Padhye, M.Ed

  36. Definition • No functional vision & no functional hearing

  37. The Learning Media Assessment • 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?

  38. Literacy Accommodations • Simple Tactile Representation • Use of Tangible Object Symbols • Tactile Sign Language • Braille for exposure

  39. Various Types of Literacy in the Classroom • Calendar Systems and Tactile Object Symbols • Books (Experience and Social Stories) • Recipes, shopping lists, environmental labels.

  40. Calendar and Schedule Systems • 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

  41. Tactile Calendar Systems • Use of Objects (Full & Partial) • Meaningful to Child • Repeat Exposure • Consistency • No Miniatures

  42. Tactile (Tangible) Object Symbols Braille Tactile (Tangible) Object Symbol

  43. Books: Experience & Social Stories • Age appropriate topics • Relates activity to student • Recreate the experience and go through the motions • Can help in overcoming stressful or unfamiliar situations.

  44. Example: Experience Story Going to the Supermarket

  45. Example: Experience Story Going to the Supermarket

  46. Example: Experience Story Going to the Supermarket

  47. Example: Social Story Toothbrushing

More Related