Transcript
Use of Objects to Enhance Literacy and Concept Development
Montgomery County SchoolsPresented by Carla Brown, Teacher of the Visually Impaired
Heather Harmon, Deaf Blind IntervenerApril 24, 2015
Why include real objects and experiential learning?
• Team identified:
• Incomplete information was being received from vision and hearing.
• The student showed increase interest and attention in activities that included stories about her experiences.
• There was a need to link objects and experiences to curriculum across all areas.
The team met to coordinate themes and to identify experiential learning that linked to curriculum.
Preparation for experiences
Experiences with real materials and objects
Experience books
Experience and story boxes
Theme: Spring (e.g., weather, how things grow, growing fruits and vegetables)
ClassroomSocial studies: Growing food
Preparation for experiences
Experiences with real materials and objects
Vocabulary (cooking tools)
Pictures/objectsStory in student’s own wordsTechnology:
recorded sound, eBooksvideo of activity
Experience books
Experience and Story boxes
What we learned…
• Experiences were the most important; experience boxes allowed the student to use the objects to “tell” the story of what happened and to review the activity• Stories that had actions that the student could experience were the
most relevant.• Experiences with the objects allowed more efficient picture
recognition.• Community travel was key.
What we have planned…
• It feels that we just started!• Explore technology options. • Develop experience books for upcoming transition.• Continued team communication to coordinate experiences and use of
real objects throughout the curriculum.
Thank you to Connections Beyond Sight and Sound!
This grant has given us momentum to explore new ways to help our students with deaf blindness!
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