Enhancing the Literacy Experience for Students who are Deafblind

1. Enhancing the Literacy Experience for Students who are Deafblind Presenter: Deirdre Leech, M.Ed. Perkins School for the Blind Deafblind Program

2. Overview Literacy challenges for students with Deafblindness and Multiple Disabilities Ideas on how to encourage other teachers of Deafblind students to incorporate literacy into the school day Several ways to adapt books for all types of learners

3. What is literacy? Old definition: �ability to read and write�

4. New definition:

5. Goals of Reading & Writing Reading: for the reader to obtain meaning from text and apply it to the world and oneself. Writing: to communicate an individual�s understanding of the world and themself through written text. (Koppenhaver, 2000)

6. Challenges Children with Deafblindness have limited opportunities for incidental learning Reduced exposure to literacy Lack of early experiences Read aloud to less Lack of readily available materials Motivation What are the challenges for students with multiple disabilities Lack of early experiences Concept development may lag behind due to: motor impairments visual impairments hearing impairments health issues behavioral issues Reduced exposure to literacy May not see parents and/or siblings reading newspapers, writing out grocery lists, and reading books May not hear language in stories being read aloud For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy Reading aloud May not occur as frequently Parents may feel that information in print is not accessible to their child For students with visual impairments, parents may not read Braille For students with hearing impairments, parents may not sign Lack of readily available materials Braille Large print Technology (voice output, switches) Objects Adapted pages for turning Books may need to be homemade Special orders, cost, etc�. What are the challenges for students with multiple disabilities Lack of early experiences Concept development may lag behind due to: motor impairments visual impairments hearing impairments health issues behavioral issues Reduced exposure to literacy May not see parents and/or siblings reading newspapers, writing out grocery lists, and reading books May not hear language in stories being read aloud For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy Reading aloud May not occur as frequently Parents may feel that information in print is not accessible to their child For students with visual impairments, parents may not read Braille For students with hearing impairments, parents may not sign Lack of readily available materials Braille Large print Technology (voice output, switches) Objects Adapted pages for turning Books may need to be homemade Special orders, cost, etc�.

7. Lack of Early Literacy Experiences Child may not oversee parents and siblings reading newspapers, writing out grocery lists, and reading books May not hear or process language in stories being read aloud For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy Vision and hearing loss may of literacyVision and hearing loss may of literacy

8. Lack of Early Literacy Experiences Delayed concept development due to: visual impairments hearing impairments motor impairments health issues behavioral issues

9. Lack of Exposure to Stories Read Aloud Limited opportunity for reading time Limited access to appropriate print materials Access to dual media books (Braille/Print/auditory/tactile) Limited sign language capabilities to communicate the story Incorporating individual communication strategies �Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading� �Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading��Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading�

10. Lack of Motivation Child See no value in books or reading May only be motivated by music, sounds, flip-ups, tactile components, movement Parents May not get enough feedback or response from child May think story time is not enjoyable for child Teachers Time consuming to make materials Diversity of students in classroom

11. Motivating Books Choose books that are motivating to child: Familiar events or activities Motivating characters Tactually or visually interesting Sound components CharactersChoose books that are motivating to child: Familiar events or activities Motivating characters Tactually or visually interesting Sound components Characters

12. What are some strategies to incorporate literacy throughout the school day and at home?

13. Modify the environment Exposure, exposure, exposure! Display visual, tactile, and sign language alphabets Label the environment Use Bulletin boards Thematic Unit vocabulary, display favorite books Organize room Accessibility to materials (height, distance) Name symbols (labeling, attendance cards) Typical PreSchool Classrooms are chock full of exposure to literacy materials Put yourself in child�s shoes�what can they reach? Hear? Touch?Typical PreSchool Classrooms are chock full of exposure to literacy materials Put yourself in child�s shoes�what can they reach? Hear? Touch?

14. Modify the Environment

15. Encourage Book Handling Skills

16. Have several options available A typical classroom has many shelves of books for a child to choose from Children who are Deafblind do not have this many choices available for many reasons Don�t just go to the library, create your own personal library in classroom/home!

17. Reading Activities

18. Read aloud Reading aloud regularly to a child from infancy is the most important factor in building a foundation for the enjoyment and success in reading Why are we not reading aloud to our kids often? Think about all of the options we have for typical children�..Why are we not reading aloud to our kids often? Think about all of the options we have for typical children�..

19. Create Story Boxes & Literacy Kits Story box includes: Props related to the story Adapted book(s) appropriate for each student Switches Literacy Kit includes: Story box Communication boards Extension activities Worksheets Games Electronic activities Assessment The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001). Assessment - Wh- questions, quizzes, drawing Assessment Strategies - Role play - objects Drawing Wh- questions The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001). Assessment - Wh- questions, quizzes, drawing Assessment Strategies - Role play - objects Drawing Wh- questions

20. Story Boxes Level 1 - Real Experience Story Box or Bag No book needed Objects are connected with a familiar experience Can write down a few words or lines so that you use the same language every time Can add an object/print/Braille label on the outside of the box/bag to give the story a title or use a container that is unique to the story eg. Use a suitcase for the story �Overnight at Grandma�s House� Level 2 - Familiar Activity Story Box or Bag Choose books about familiar events or activities Find real objects that relate to the story Label the box with a title Level 3 - Story Boxes or Bags Books are more abstract and not related to everyday activities Books can be nursery rhymes, characters from movies or television shows Can use miniature objects to represent aspects of the story Level 4 - Read Aloud Story Boxes Repetitive, rhythmic or predictable books Usually contain raised line representations of objectsLevel 1 - Real Experience Story Box or Bag No book needed Objects are connected with a familiar experience Can write down a few words or lines so that you use the same language every time Can add an object/print/Braille label on the outside of the box/bag to give the story a title or use a container that is unique to the story eg. Use a suitcase for the story �Overnight at Grandma�s House� Level 2 - Familiar Activity Story Box or Bag Choose books about familiar events or activities Find real objects that relate to the story Label the box with a title Level 3 - Story Boxes or Bags Books are more abstract and not related to everyday activities Books can be nursery rhymes, characters from movies or television shows Can use miniature objects to represent aspects of the story Level 4 - Read Aloud Story Boxes Repetitive, rhythmic or predictable books Usually contain raised line representations of objects

21. Story Boxes and Literacy Kits Real objects, puppets, felt cut outs representing concepts in the book. Choose books with experiences familiar to student. Use real objects with meaning to student as much as possible. Real objects, puppets, felt cut outs representing concepts in the book. Choose books with experiences familiar to student. Use real objects with meaning to student as much as possible.

22. Act out the actions in the book with objects. ADD PICS OF KIDS USING LITERACY KITS Objects related to story Pictures to match objects Comment, opinion/response, request actions boardAct out the actions in the book with objects. ADD PICS OF KIDS USING LITERACY KITS Objects related to story Pictures to match objects Comment, opinion/response, request actions board

23. Objects related to story Pictures to match objects Comment, opinion/response, request actions board The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001).Objects related to story Pictures to match objects Comment, opinion/response, request actions board The primary purpose of a literacy kit is to support and enhance the curriculum with math or reading/writing/language activities to provide the student a multi-sensory experience. A set of activities designed to allow a student to actively participate and communicate during book reading events The kits provide access to vocabulary, hands-on-props, and related literature (Spadorcia and Sturm, 2001).

24. Supporting Activities Preview & Review Vocabulary Book reports Sentence starters Questions Curriculum activities Expanded CORE curriculum Definition of book report�.. With objects or symbols, does not need to be traditional Tactile sentence starters Tactile worksheetsDefinition of book report�.. With objects or symbols, does not need to be traditional Tactile sentence starters Tactile worksheets

25. Supporting Activities Address the expanded CORE curriculum Cooking recipe related to book Community experience Grocery shopping Special events Museums

26. Adapting Books

27. Student Considerations Visual Tactile Physical Cognitive Lesson goals and objectives

28. Goals of the Lesson Teaching reading skills (decoding) Simplified language Length of text on each page Material includes familiar vocabulary Content is interesting Comprehension skills Use more listening (attention) skills Include picture and/or symbol support Assessment activity May need more than one adaptation of a book. EX. Extra simplified for reading comprehension and electronic/book on tape for May need more than one adaptation of a book. EX. Extra simplified for reading comprehension and electronic/book on tape for

29. Adapting books Modifications to the TEXT Modifications to the PICTURES Modifications to the BOOK

30. Modifications to the TEXT Make text accessible by adding Braille Make text accessible by replacing smaller print with enlarged print Provide contrast Simplify the content If student is not reading print or Braille at the level of the text in the book Support print with picture or tactile symbols

31. Modifications to the TEXT

32. Modifications to the PICTURE Simplify the background Make accessible for student with CVI Highlight the main idea of the picture Provide tactile enhancement to the picture clutterclutter

34. Modifications to the BOOK Use cardboard to make pages thicker, easier to manipulate, and more durable Add �page fluffers� Rebind the book so it stays open more easily Take pages out and put into protective sheets Laminate pages Tactile enhancements -Page fluffers=Small squares of foam or cardboard attached to the corner of a page to make them easier to flip without skipping pages -Using different textures, colors, and shapes to make the book more interactive and come alive -Page fluffers=Small squares of foam or cardboard attached to the corner of a page to make them easier to flip without skipping pages -Using different textures, colors, and shapes to make the book more interactive and come alive

36. Modifications to the BOOK Books that are on tape or CD can be adapted with a switch so that a student can continue to read the story by activating the switch Create an electronic version of the book Tape, CD, MP3 PPT or other software Can be made accessible using a switch or touch-screen

37.

38. Electronic Books Audiobooks On the computer Include animations Motivation Adapted with appropriate pictures and text Accessibility Attention Physical Cognition

39. Writing Activities

40. Make your own books Fun and engaging activity Promotes language skills Teaches books can be different: Shape and size have different parts (pages, cover, etc.) may contain pictures and writing Book skills read left to right Written by author (Swenson, 1999, p.27)

41. Make Concept Books Create books that describe abstract ideas and objects such as: Actions Emotions Colors Shapes Size Spatial relationships Introduction of math and science concepts that may or may not be related to the bookIntroduction of math and science concepts that may or may not be related to the book

42. Write Experience Stories Together Students participate in activities then write a story based on the experience Stories incorporate real life experiences that may be fun and memorable Experience stories can be written using objects, pictures, print or any combination Experience stories can be reviewed at any time and brought back out as routine/experience is repeated

43. Write Social Stories Together Definition Teaching a skill Stories incorporate real life experiences that may be routines that are stressful and require desensitization Social stories can be reviewed at any time and brought back out as routine/experience is repeated They evolve

44. Example Experience Story

45. Compose Journals/Home Books Develop memory skills: activities or events that occurred earlier in the day are reviewed and documented Writing may take form of objects, pictures, line drawings, print, or voice output devices Take child�s communication mode/level into consideration

46. Write letters together Writing letters is a motivating activity to encourage and practice many literacy skills. Sentence structure, Braille, vocabulary Letters can take shape in many different formats including partial objects, pictures, print, Braille, or any combination of these.

47. Name Writing For work samples, vocational jobs, signing cards: Stencils Name stamps Stickers Student�s initials Tactile name symbol

48. Name Writing

49. Universal Access Write using symbols/text that the student understands Objects, tactile symbols, Braille Pictures, MJ symbols, drawings, text Display �text� in an accessible format Slant board, book, sequence boxes Think EXPRESSIVE and RECEPTIVE Adapt activities and worksheets in a way that kids can be expressive Think EXPRESSIVE and RECEPTIVE Adapt activities and worksheets in a way that kids can be expressive

50. Universal Access Incorporating Technology Computer access Reading Writing Communication devices Switches EXPRESSIVE AND RECEPTIVEEXPRESSIVE AND RECEPTIVE

51. �Researchers in the field of emergent literacy define written language as beginning at birth and continuing throughout life. Consequently, written language activities should not be withheld while waiting for speech, language, and cognition to reach a prerequisite level� (Koppenhaver, 2000).

52. Functions of Reading and Writing

53. Assessment Strategies Use meaningful activities Find ways to increase independence Assistive tech Design of the activity Teaching time vs assessment time Purposely change things and observe Invert letters, text, pictures, sentences

54. Positive Literacy Outcomes Discover that books are fun Foster a desire to read Awareness that symbols represent meaning Understand that stories come from print Awareness of the structure of a story Hearing �book language� as different from �conversational language� Develop new vocabulary Learn book handling skills (Stratton, 1996; Newbold, 2002)

55. What Now? Prioritize what to do first Meet with the team Connect this to the IEP Goals Try one thing; OK if it�s not perfect before you try it out! Try it out!Try it out!

56. Every Child is a Potential Reader

57. Questions, Comments & Discussion

58. Thank you for Coming! Deirdre.Leech@perkins.org

59. Works Cited Koppenhaver, D. 2000. Literay in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16, 270-279. Miles, B. 2000. Literacy for persons who are deaf-blind. Monmouth, OR: DB-LINK: The National Information Clearinghouse on Children Who Are Deaf-Blind. Miller, Cyral. 2001. What is the Expanded Core Curriculum for Blind and Visually Impaired Students? See/Hear. Musslewhite, C. & King-DeBaun, P. (1997). Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Communicating.Newbold, S. 2000. Emergent literacy for young blind children. Phoenix: The Foundation for Blind Children

60.  Reading Language Arts: Shared reading. From the MCPS Early Literacy Guide. Retrieved April 29, 2005, from http://www.mcps.k12.md.us/curriculum/english/shared_reading.html Spadorcia, S. & Sturm. (2001). Literacy Kits. Adapted from K. Erickson. Handout from Graduate Course: Emergent Literacy and Numeracy Instruction for Children with Severe Special Needs (ESPED 6127 Section 21). Lesley University, Cambridge, MA. 2003. Stratton, J. 1996. Emergent literacy: A new perspective. Journal of Visual Impairment and Blindness, 90(3), 177-18 Swenson, A. 1999. Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press.