Beginning with Braille: Challenges and Choices Anna M. Swenson Braille Literacy Consultant [email protected] NFB Braille Symposium September 29, 2012
Mar 28, 2015
Beginning with Braille: Challenges and Choices
Anna M. SwensonBraille Literacy Consultant
[email protected] NFB Braille Symposium
September 29, 2012
CHALLENGES• Diversity• Emergent
Literacy• Curriculum• Inclusion
CHOICES• Assessment• Goals• Setting• Strategies• Learning
Activities
OUTCOMES• Motivation• Engagement• Learning• ECC
proficiency
Support Staff, Gen.
Ed. Teacher and Others
Teacher of the
Visually Impaired
Student and Family
Collaboration
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Road Map … The ABC Braille Study and its implicationsChoices:
Emergent literacy for Braille readersFormal literacy learning: Incorporating Braille
instruction into the standard curriculumQuestions and discussion
To contract or not to contract?
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That was the question that launched the ABC* Braille Study.
Alphabetic Braille and Contracted Braille
The Braille StudyResearch focus: Are there differences in the children’s
reading & writing performance based on whether they were initially taught in contracted or uncontracted Braille?
Longitudinal study, 2002-2007Children w/o other disabilities in grades pre-k through 4Half of teachers started students with contracted Braille,
half with uncontracted. (Teachers’ choice)Team of researchers – both qualitative & quantitative
data
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Major Findings Emerson, Holbrook, & D’Andrea, (2009). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille Study
“Students [with no additional disabilities] who were introduced to more contractions earlier in instruction performed better on reading measures, such as vocabulary, decoding, and comprehension.”
“Students who are blind, regardless of whether they started with contracted or uncontracted Braille, are falling behind their sighted peers and not acquiring reading skills at the rate they should.”
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1. Teaching the Braille Code
2. The Role of the TVI in Teaching Reading
3. Assessment4. Literacy Instruction
Implications
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Implications for Real-Life Teaching: One Teacher’s Interpretation
Early Emergent LiteracyFor Preschoolers and Older Students with Additional Learning Challenges
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Linking Concepts to Literacy: Max’s Home Depot Book
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Square tileSquare of carpetLight switchOutlet and plugScrews and nails (big & little)ChainTape measureNuts and bolts (big & little)Piece of wood
Interactive Read-AloudsMotivation
Book Language
VocabularyHigher Level Thinking
Concepts
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Maximum Meaningful Hands-on Braille Time**Demystify Braille for the other
members of the IEP teamModel, model, modelEncourage early literacy behaviors:
pretend reading, scribbling, sounds …
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Braille Illustrations (Lamb, 1996)
A Suggested Approach to Teaching Braille
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STEP 1 (Controlled, contracted text) PRESCHOOL• Tactile “sight words”, including easy contractions• Familiar names and motivating words
STEP 2 PRESCHOOL into KINDERGARTEN• Letters of the alphabet• Numbers• Beginning decoding skills (CVC words)
STEP 3 (Uncontrolled, fully contracted text) KINDERGARTEN ON• Contractions taught as they appear in reading materials• More complex decoding skills
Motivating Words …
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It’s a Race! Reading Connected Text
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What about the dots of the Braille cell?
“Sadie and I talked about how the Y has a head, a body and feet. Then she said, ‘but it doesn't have a belly’. I loved that, and of course I went on about what a smart observation that was!”
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Benefits of Braille Instruction for Non-Traditional LearnersOral language, vocabulary, communication skills
developmentFunctional uses, e.g. Labeling belongings or items
used in pre-vocational tasksDevelopment of independent work skillsSocialization: e.g., games / sharing booksGeneral knowledge of gen. ed curriculumStepping stone to formal academic instruction
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I-M-ABLE (Dr. Diane Wormsley)Individualized Meaning-centered Approach to Braille Literacy Education
Student-centered: Totally individualized and highly motivating
Appropriate for wide range of learnersKey words of interest to the learner = basis for
instruction (i.e., phonics, spelling, reading connected text all taught with key words)
Whole to part approach: “Language of Touch”Contractions taught from the beginningResources: Book and articles
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Literacy Learning in the Early Primary GradesIncorporating Braille instruction into the standard curriculum
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The Balancing ActINCLUSION INDIVIDUAL INSTRUCTIONTalk about booksShare writingParticipate in reading groupLearn classroom behaviors
necessary to function as part of a group, including independent work habits
Develop social skills
Work on the Braille code within the context of reading instruction
Preview classroom activities, e.g., book for reading group
Address goals and objectives related to the Expanded Core Curriculum
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Considerations …• What is the child’s performance level in each area of
literacy? (based on Gen ed and Braille-specific assessments)
• Am I providing sufficient service time to allow flexibility in when I choose to work with the child individually?
• Would a greater amount of pull-out now make more inclusion possible later on?
• Based on on-going data collection, should I consider changing the balance?
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FIVE TIPS FOR FACILITATING INCLUSION
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1. Prioritize positive collaboration with classroom teachersThe “ownership” challengeStep back (19 Ways)Reassure teachers about visual assignmentsSet high expectations from the beginning (video)Be sensitive to the multiple demands on classroom
teachers’ time and plan contacts strategicallyContribute to the learning of other children in the classAssess and evaluate the student’s progress togetherListen to classroom teachers’ concerns
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3. Take advantage of instructional materials that facilitate inclusion
Word PlayHouse Early Braille Trade Bookshttp://tech.aph.org/ebt/
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4. Promote independent work habitsBeware of “learned helplessness”Step backStart during individual instructionPreview assignmentsTeach organizational skills
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Temporary (Invented) Spelling
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5. Advocate for technologyExpand children’s access
to a wide variety of devices
Solve the Computer Lab dilemma
Let our students join the 21st century!
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Continuing the discussion …How can we provide TVIs with the background in literacy instruction they
need to teach children who are learning to read in Braille? In response to the results of the ABC Braille Study, how can we improve
literacy outcomes for our Braille readers? What factors contribute to successful inclusion for students who read
Braille?How do we encourage parents to become involved in their children’s
concept development and literacy learning? (including learning Braille)How can we get technology into the hands of our younger learners?
What is the optimum balance between paper-based and paperless Braille devices for beginning Braille students?
How do we meet the literacy needs of potential Braille students who are non-traditional learners?
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