Dual Media Learners - Perkins School for the Blind
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Transcript Dual Media Learners - Perkins School for the Blind
Anne Spitz, M.Ed.
Teacher of the Visually Impaired
[email protected]
Perkins Webinar 2014
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Times have changed…
Previously… either
print or braille.
Now… some learners
benefit from both
print and braille
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Functional
Vision
Assessment
Learning
Media
Assessment
Determination
of Learning
Media
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Federal Register/IDEA
“The IEP team must—* * * (iii) in the case of a child who is
blind or visually impaired, provide for instruction in Braille
and the use of Braille unless the IEP team determines, after
an evaluation of the child’s reading and writing skills, needs,
and appropriate reading and writing media (including an
evaluation of the child’s future needs for instruction in
Braille or the use of Braille), that instruction in Braille or the
use of Braille is not appropriate for the child …”
Educating Blind and Visually Impaired Students; Policy Guidance;
Federal Register; Vol. 65, No. 111; Thursday, June 8, 2000
http://www.gpo.gov/fdsys/pkg/FR-2000-06-08/pdf/00-14485.pdf
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Functional Vision Assessment
Determine current level of visual functioning in
school, home and community
Conducted upon initial eligibility, after a change in
visual functioning, or at least every 3 years
Essential to understanding how child utilizes vision in
school environment
Can vary significantly from a clinical assessment
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Learning Media Assessment
General and Ophthalmological Information
Functional Vision Assessment
Background Information
Use of Sensory Channels
Reading and Writing Assessment
Literacy Tools
Summary
Recommendations
Recommended yearly or after change in vision
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Characteristics of Dual Media Learners
Degenerative eye conditions
Field restrictions
Demonstrate ability to tactually discriminate
shapes
Reading rate and fluency are below peers
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Challenges of Dual Media
Service delivery
Coordination of literacy instruction
Integration of braille and print in classroom
Materials
Sometimes getting the Team on board
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… but it is so worth it!
More literacy tools for student
Empowers student to determine when to use which
medium
Facilitates maximum learning for student
Increases availability of materials and technology
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Time
Expectations
TIME
Instruction
Motivation
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Time: How much service time should I provide? How do I find
time to teach braille? How do I integrate braille into the
curriculum?
Instruction: What approach(es) can I use to teach braille?
(commercial & teacher-designed). How do I balance fluency
with learning the code? (Which is more important, fluent
reading or knowing the entire code?)
Motivation: How can I motivate my student to learn braille?
Expectations: What are the goals of braille instruction? How
will braille benefit my student in school? After high school
graduation?
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TIME
Time
Can you teach braille once a week?
Consistency in number of weekly sessions and
duration of sessions
Role of paraprofessional
Vary intensity over several months
Before or after school
Summer services (ESY)- small peer group?
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Assessment
Emi
• Albinism ; 20/300;
Stable
• LMA (LP-P; B-S)
• 3rd grade
Instruction
Planning
Format DIBELS
Date
Rate
Large Print (18 point) with addt’l
magnification
Braille Grade 2 (Cluster 38)
1/2010
4/2010
1/2010
4/2010
61 wpm
112 wpm
38 wpm
62 wpm
Target for
6/2010
DIBELS
110-130 wpm
60-80 wpm
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TIME
Instruction
Build in success
Over-instruct skills
Braille notetakers
Document progress
Balance fluency with learning the code
Use materials of interest to the student
Book excerpts, songs, poems, student’s own writing
High interest, low level books
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Braille-Specific Commercial Programs /
Approaches
FUNdamentals (TSBVI)
I-M-ABLE (Wormsley) (Individualized Meaning-centered
Approach to Braille Literacy Education)
Mangold Basic Braille Program: Tactile Perception and
Braille Letter Recognition (Exceptional Teaching)
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Braille FUNdamentals?
What
is it?
• Program to teach complete literary braille code in 56
Clusters
• Leveled to be of interest to various age groups
• Assessment Tool
• Available from TSBVI
Why
use it?
• Print readers of all ages with beginning to advanced
print foundation
• Special populations (ELL and MH)
• Only braille code
• Ability to work vary level of instruction depending on
student mastery
• Duxbury allows for transcription based on cluster
mastery to facilitate independence
• Allows for review of clusters as needed
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Facilitating Independence with
Duxbury
Ingenious!
Duxbury has incorporated
a feature allowing translation
using Cluster levels
Allows children to use
textbooks, or recreational
reading encountering only
familiar contractions
Utilize with Webbraille (NLS), Bookshare, ReadingA-Z
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Older Versions of Duxbury
(before 11.1)
•Select Document
•Select Translation Tables
•Select Contractions
•Select "TSBVI Cluster 24"
Newer Version of Duxbury
•Select Document
•Select Learning Tables
•Select TSBVI
•Select TSBVI Cluster
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BrailleNote
Auditory feedback
Reinforcement of braille writing
Ease of editing
Builds fluency
Encourages peer and
teacher interactions
Possible Lessons
Writing commands
Basic editing
Basic reading
commands
Cursor navigation
Basic spellchecker
features
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Activities
Braille student’s own writing and have him/her read it
back.
Question / answer writing
Utilize materials with print and braille
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Word Study Ideas
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Word Wall Book
• Trick words
• Classmates
• Dolch words
• Braille/lp
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Wilson Trick
Words Ring
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Then add a little braille…
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What if a child looks at the braille?
Snack Tray
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Assessment Timeline
Running
Records
• Every 6-8
weeks
• Accuracy
• Oral
reading
fluency
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Sight
Words
• 3 times a
year
• Reading
and
writing
Braille
Contractions
General Ed
Reading
Assessments
• 3-4 times a • 3 times a
year
year
• Reading
• Determine
and
reading
writing
level
braille code
How do I manage all of this?
Assessment Binder
Leveled Reading and Running Records
Sight Words
Braille Contractions
Writing Samples
Reference Materials
Task Sheets
Audio or video recordings (2-3 times a year)
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Dolch List
Record reading
and writing
progress through
the year.
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Beck (grade 4)
•Optic Glioma; field loss; 20/400; unstable
•LMA (B-P; P-S)
Grade
Format
Rate
H&T
Spring First
Large Print (36pt)
Braille
53 wpm
29 wpm
53-111 wpm
Winter Second Braille
67 wpm
72-125 wpm
Winter Third
Braille
97 wpm
92-146 wpm
Spring Fourth
Braille
130 wpm
150-200 wpm
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End of First Grade:
Large Print DRA (14)
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End of First Grade:
Braille DRA (16)
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Fall of Fourth Grade
Braille Dibels
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TIME
Motivation
Goal setting
Teacher, student, family
Have the student document progress
Reward progress
Facilitate braille reading mentor
Find real-life uses for braille whenever possible
Participate in Braille Challenge
Involve sighted peers (braillebug.org)
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Keep track of the
number of worksheets
Chart the contractions
Rewards
Braille Scavenger Hunt
Trip to the restaurant
Trip to the grocery store
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Working with Families
Observations
Home Visits
Articles
Mission Possible
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Integrating Print and Braille: A
Recipe for Literacy (NFB)
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Moving beyond resistance
Developing trust
Sharing resources
Demonstrating value
Meeting the student and
family where they are
Negotiating compromise
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TIME
Expectations
Integrate braille in meaningful and purposeful ways
Bring it into the general education curriculum
Vocabulary, homework agenda, schedule, notes, teacher
feedback
Consider short term and long term expectations
Utilize technology
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What does a child’s workspace look like?
Organization
facilitates
independence.
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A workspace for an older child
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CCTV
Writing Conference
Workspace
Training
Setup
VGA Connectivity
BrailleNote
Computer
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Our role as teacher of the visually impaired is to
teach our students the skills needed to become as
successful and independent as possible. To that
end, braille is a tool that often best serves dual
media learners not in the immediate, but in the
long term journey of academics and life.
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