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

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  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

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