EARLY LITERACY FOR STUDENTS WITH MULTIPLE DISABILITIES OR DEAFBLINDNESS Perkins Webcast Deirdre Leech, M.Ed.

I. Introduction

Overview

• Challenges • Early Literacy • Adapting Books

What is Literacy?

Old definition: “ ability to read and write ”

New Definition:

“Proficiency in understanding and using written as well as spoken language as a

reader, writer, speaker, and listener

.” • Integrated process which develops gradually from birth • Built upon learning from broad experiences • Linking language with the development of concepts • Providing exposure to the written word in a variety of meaningful contexts” (Wright, 1997)

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 themselves through written text. (Koppenhaver, 2000)

II. Challenges to Achieving Positive Outcomes

Lack of Early Literacy Experiences

• Limited opportunities for incidental learning – Child 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

• • • • •

Lack of Early Literacy Experiences

Delayed concept development due to: motor impairments visual impairments hearing impairments health issues behavioral issues

Lack of Exposure to Stories Read Aloud

• Limited opportunity for reading time • Limited access to accessible print materials • Access to dual media books (Braille/Print/auditory/tactile) • Limited sign language capabilities to communicate the story • Communication strategies • Understanding the value of auditory input

Lack of Motivation

• Child – See no value in books or reading – Consider music, sounds, flip-ups, tactile components, movement • Parents – May not get enough feedback or response from child – May not think child is enjoying story time • Teachers – Time consuming to make materials

Motivating Books

III. Early Literacy

• Early on, children need to participate in as many literacy activities in any way possible

Modifications to the Environment

Exposure, exposure, exposure!

• Visual, tactile, and sign language Alphabets • Label the environment • Use of Bulletin boards – Thematic Unit vocabulary, display favorite books • Accessibility to materials • Name symbols (labeling, attendance cards)

Book Handling Skills

Important to asses child’s awareness of and ability to following terms and concepts: • Top and bottom of book • Touch and feel books • Page turning • Front and back of book • Read print or Braille left to right, top to bottom • Title and author

Book Handling Skills

Experience Stories

• Stories written by teachers and students that incorporate real life experiences. • Students participate in activities then write a story based on the experience. • Experience stories can be written using objects, pictures, print or any combination

Daily Journals or “Home Books”

• Each child has their own book to write in daily. Writing may consist of objects, pictures, line drawings, print, and voice output devices.

• Journals develop memory skills as earlier activities in the day and/or previous days entries are reviewed.

Story Boxes & Literacy Kits

• Props related to the story • Adapted book(s) – appropriate for each student • Switches • Story box • Communication boards • Switches • Extension activities – Worksheets – Games – Electronic activities – Assessment

Objects only

Story Boxes

Repetitive line picture book with objects and materials Story books with materials Curriculum books with materials Concrete Abstract

Story Boxes/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.

Making own books

• Fun and engaging activity • Promotes language skills • Teaches books come in different shapes, sizes, have different parts (pages, cover, etc.), contain pictures and writing, read left to right, and that books are written by a person (author) with a message to share (Swenson, 1999, p.27)

Homemade Concept Books

• Create own books that describe abstract ideas and concepts – Actions – Colors – Shapes – Sizes – Spatial relationships

IV. Adapting Books

Adapting Books

• Modifications to the TEXT • Modifications to the PICTURES • Modifications to the BOOK

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

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

Modifications to the BOOK

• Use cardboard to make pages thicker to make them 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

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

V. Summary

Positive 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 • Differentiate “book language” vs. “conversational language” • Develop vocabulary • Learn book handling skills (Stratton, 1996; Newbold, 2002)

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

“Every Child is a Potential Reader”