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Slide 1
Literacy Development for Learners with Deafblindness and Severe
Disabilities PowerPoint Slides to be used in conjunction with the
Facilitators Guide
Slide 2
Copyright 2012, East Carolina University. Recommended citation:
Wilson, S., & Henderson, K. (2012). Literacy Development for
Learners with Deafblindness and Severe Disabilities A PowerPoint
presentation for professional development. Modules Addressing
Special Education and Teacher Education (MAST). Greenville, NC:
East Carolina University. This resource includes contributions from
the module developer and MAST Module Project colleagues (in
alphabetical order) Kelly Henderson (Facilitator Guide Editor),
Tanner Jones (Web Designer), Diane Kester (Editor), Sue Byrd
Steinweg (Project Director), Bradley Baggett (Graduate Assistant),
and Sandra Hopfengardner Warren (Principal Investigator).
Slide 3
Session Agenda Introduction Session Goals and Objectives Types
of Challenges faced by Learners with Deafblindness and Severe
Disabilities Defining Literacy Reading, Writing and
Communication
Slide 4
Session Agenda, continued Accessibility Making it Happen
Raising Expectations Summary Evaluation
Slide 5
Introduction This session will provide us a common
understanding of literacy development and approaches to teaching
literacy to learners with significant disabilities. Students who
have cognitive and physical disabilities require support for even
the most basic needs such as eating, going to the bathroom, and
transitioning between activities and environments; this can make
teaching basic skills challenging.
Slide 6
Introduction, continued Yet, more attention is being given to
the development of literacy skills for all students, including this
learner who has significant support needs. Frequently, some
perceive that learners with significant support needs are best
served within a curriculum that focuses on functional life skills
with only limited, if any, access to academic curriculum.
Slide 7
Introduction, continued Learners with significant disabilities,
such as deafblindness, may be thought of as being incapable of
benefiting from literacy activities. But literacy skills such as
reading and writing are functional life skills which provide
lifelong opportunities for learning, sharing, and enjoyment for
individuals with severe disabilities.
Slide 8
Introduction, continued Exposure to literacy experiences and
access to academic instruction are critical. We must regard all
students as capable of learning and take a broader view of
literacy. Rather than lowering expectations, we must challenge
ourselves to find ways to grant all students access to literacy
instruction and higher academic standards.
Slide 9
Session Goal and Objectives The goal of this is to examine the
need for literacy instruction in the lives of learners who have
severe disabilities and/or deafblindness. It will explain why
literacy is important, the various forms literacy might take, and
what educators can do to help provide appropriate supports and
strategies to build literacy.
Slide 10
Session Objectives, continued Session Objectives: Identify
reasons why literacy is important for learners who have severe
disabilities and/or deafblindness. Identify examples of what
literacy might look like for learners with severe disabilities
and/or deafblindness. Select examples of ways educators might
promote the development of literacy for learners with severe
disabilities and/or deafblindness.
Slide 11
Types of Challenges faced by Learners with Deafblindness &
Multiple Disabilities The needs of persons with deafblindness
and/or multiple disabilities may differ significantly from person
to person:
Slide 12
Types of Challenges, continued Individuals may have any
combination or degree of disability within the areas of
intellectual functioning, fine and gross motor development, sensory
impairment, communication needs, medical issues, and adaptive
(self-management and social) skills. Learners may have partial
sight, partial hearing, a total loss of one or the other sense, or
a total loss of both senses.
Slide 13
Types of Challenges, continued Maintaining and generalizing
skills across settings, people, and activities are likely to be
difficult. Typically, these learners require ongoing and extensive
support in order to achieve the quality of life that exists for
people without disabilities. Educators must individualize and adapt
instruction according to each learners personal strengths and
needs.
Slide 14
Types of Challenges, continued Another challenge is the limited
life experiences of learners with deafblindness and multiple
disabilities Unlike learners with good vision who see people
reading and writing for different purposes, those who are deafblind
usually do not have opportunities to observe others reading and
writing unless those experiences are specifically provided.
Slide 15
Types of Challenges, continued The focus for these individuals
during the early years is sometimes more on health, safety and
acquisition of basic skills. As a result, they may end up missing
out on early literacy experiences, as well as the opportunity to
express themselves using augmentative communication.
Slide 16
Types of Challenges, continued Learners are also affected by
our expectations of them. If instructors value literacy and have
higher expectations for learners with significant disabilities,
they will be more likely to create the necessary adapted
materials.
Slide 17
Types of Challenges, continued Although students with multiple
impairments may not be able to access literacy in exactly the same
manner as their peers without disabilities, we should still expect
active and meaningful participation.
Slide 18
Types of Challenges, Activity Using suggested simulation
activities from the Chen & Downing book*, try some activities
which involve identifying objects through active touch, identifying
preferences in relation to types of touch, and communicating
messages through touch. These activities are to help provide
participants with valuable insight to strengthen their own
interactions with individuals with deafblindness. One example
follows: * Chen, D., & Downing, J. (2006). Tactile strategies
for children who have visual impairments and multiple disabilities:
Promoting communication and learning skills. New York: American
Foundation for the Blind Press.
Slide 19
Types of Challenges, Activity continued Communicating Through
Touch: Participants pair up with another person to simulate
interacting with someone who is blind. The sighted person, who does
not speak, tactually expresses (1) a greeting (e.g., hello), (2)
disapproval (e.g., stop that), (3) direction (e.g., lets sit here),
and (4) praise (e.g., great job). The person who is blind responds
to the messages received through touch. After switching roles,
participants discuss what they found easy or difficult to express
or understand and share their reactions and insights.
Slide 20
Defining Literacy History of curriculum and assessment for
learners with significant disabilities: A developmental model,
focusing on prerequisite skills, was used in the 1970s. This was
followed by a functional life skills model, social inclusion,
self-determination, and currently, access to the general
curriculum.
Slide 21
Defining Literacy, continued Several federal initiatives
implemented between 1994 and the present specifically address
literacy skills for all students. Extensions to the general
standards are being created by states so all students can have
meaningful and functional access to grade level standards.
Slide 22
Defining Literacy, continued Presently, educators are
challenged to utilize instruction that provides real-life
activities within a meaningful context of academic learning
(Staugler, 2008, p.1). Literacy instruction for all learners is
gaining in recognition and importance.
Slide 23
Defining Literacy, continued So what is literacy, and how does
it apply to learners with multiple disabilities and/or
deafblindness? Whats its importance for these students?
Slide 24
Defining Literacy, continued Often, people generally think of
literacy as the symbolic systems of reading and writing. But not
all individuals with significant disabilities will achieve formal
literacy.
Slide 25
Defining Literacy, continued When we consider literacy for
persons who have multiple impairments, we must expand our
definition of reading and writing to include emergent literacy
experiences, as well as different literacy modes.
Slide 26
Defining Literacy, continued Regarding broadening the
definition of literacy: Perhaps most essential is for those
providing opportunities for and instruction in literacy to broaden
their beliefs regarding literacy to include emergent skills
regardless of the age or ability level of the student.
Slide 27
Defining Literacy, continued For example, skills such as
learning to recognize the meaning of a picture or object, making
marks on paper, and requesting more of a story by tapping on the
page must all be considered literacy skills. Students should be
recognized for their ability to demonstrate such skills, which
serve as a foundation for more advanced skills (Downing, 2006, p.
41).
Slide 28
Defining Literacy, continued Emergent literacy: Based on the
belief that every learner, regardless of disability, is a
developing reader. All behaviors and skills are important
components of literacy development. Currently, a field of research
devoted to emergent literacy considers reading and writing
development from the learners perspective.
Slide 29
Defining Literacy, continued Literacy is important for
developing and expanding communication skills, for increasing
interaction with others, for sharing information with one another,
and for exploring and learning about the world in which we live.
Literacy is a functional life skill and an essential component for
improving ones quality of life.
Slide 30
Defining Literacy, Activity Divide participants into small
group. Designate a recorder and a reporter for each group. Each
group reviews a copy of the states extended standards for reading
and writing (e.g., North Carolina Extended Content Standards, 2007,
2008, www.ncpublicschools.org/curriculum/ncecs).
www.ncpublicschools.org/curriculum/ncecs Look through the standard
extensions and consider how a student with deafblindness might
demonstrate any of the access points at the pre- symbolic, early
symbolic, or symbolic stages.
Slide 31
Reading, Writing and Communication Literacy and communication
are intimately intertwined: Communication within early life
experiences serves as a basis for reading and writing. As everyday
activities are labeled and described by family, friends, and
teachers, language develops. Communication may be either symbolic
(e.g., print, sign language, braille, pictures), nonsymbolic (e.g.,
body language, vocalizations, touch), or a combination of
both.
Slide 32
Reading, Writing and Communication, continued But, language is
always symbolic. Therefore, opportunities for communication
throughout daily routines and experiences are extremely important
to the development of language and literacy. Are there
opportunities for the learner to communicate? Is there a need for
the learner to communicate? Are the learners expressions received
and valued?
Slide 33
Reading, Writing and Communication, continued Learners with
multiple disabilities need to be active communication partners to
promote the development of language and literacy.
Slide 34
Reading, Writing and Communication, continued Individuals with
significant disabilities and/or deafblindness should be encouraged
to participate in a variety of life experiences. They must be
assisted or encouraged in exploring, discussing, and reading about
varied experiences. If photographs are taken and objects are
collected that represent materials seen, heard, smelled, tasted, or
felt during an activity, these items may be used at a later time to
further communicate about the experience.
Slide 35
Reading, Writing and Communication, continued Items collected
will also provide necessary materials for meaningful literacy
activities. For example, learners may be assisted in recalling an
experience by feeling the representative materials which are put in
the form of a tactile book or remnant book. Labels for selected
items and experiences need to be taught, and a dialogue surrounding
these experiences should be generated.
Slide 36
Reading, Writing and Communication, continued A milestone for
both literacy and communication is when a learner begins to
demonstrate that he understands that people, places, items, and
actions have names that can be used to refer to them. Using an
adaptation such as a remnant book, the item or photo collected,
displayed, and experienced becomes the message to be read; and when
the message is selected and shared with another, the message is
then written.
Slide 37
Reading, Writing and Communication, continued This reading and
writing activity needs to be reciprocal. Learners should be
assisted in participating as both an initiator and as a responder
during these interactions. These experiences are not something to
be done to a person with disabilities, but rather mutually shared
to stimulate growth. Literacy, like communication, begins as
individuals learn about the world around them.
Slide 38
Reading, Writing and Communication, continued Another step
toward literacy and communication is the use of visual or tactile
signs: Use sign language/gestures to identify people by name,
including the individual with disabilities. For those learners who
understand objects best, a learners hand may be guided to a common
item (e.g., watch, bracelet, ring) worn on a daily basis by his
communication partner, so he may identify or recognize this
person.
Slide 39
Reading, Writing and Communication, continued Other life
experiences such as eating, bathing, story time, going on a
community outing, and playing outdoors are rich opportunities for
literacy and communication development.
Slide 40
Reading, Writing and Communication, continued Learners with
severe, multiple disabilities and/or deafblindness need to be
exposed to literacy experiences in ways that utilize their
individual receptive (input) and expressive (output)
capabilities.
Slide 41
Reading, Writing and Communication, continued This may be
accomplished through a number of different communication systems
depending upon the learners individual strengths and preferences,
for example: nonsymbolic communication, use of objects or pictures,
sign language, tactile systems, verbal communication, augmentative
and alternative communication.
Slide 42
Reading, Writing and Communication, continued For many,
particularly those learners who have vision and hearing loss, touch
is extremely important. The hands of a person who is deafblind
function as tools (for work, play, self-care), as sense organs (to
compensate for vision and hearing loss), and as voice (to express
self). Learners should be encouraged to become interested in what
their hands are touching. What these learners are touching or doing
with their hands can be a potential topic of interaction.
Slide 43
Reading, Writing and Communication, continued Examples of
approaches to expose learners to literacy experiences: Tactile
conversations Hand-under-hand Nonsymbolic communication
Augmentative and alternative communication Use of objects,
pictures, print/braille, electronic devices
Slide 44
Tactile conversations are encouraged by touching and exploring
items jointly with the learner. Because the experiences of a person
who is deafblind are so different from others, hands- on
exploration is necessary to make literacy meaningful. During
hands-on exploration, the communication partner should position his
or her hand or hands beneath or alongside the learners hands as
they feel the materials together.
Slide 45
The hand-under-hand approach allows for both parties to share
in the experience and is less intrusive and controlling than
putting the other person passively through the motions by using
hand- over-hand assistance with him or her. Learners should also be
encouraged to feel their partners hands while their partner is
engaged in a variety of activities that involve feeling, smelling,
exploring, manipulating, and demonstrating function of items. More
specific examples are found in the DB-LINK publication written by
Miles (2003), Talking the Language of the Hands to the Hands. Book
shown: Geraldines Blanket by Holly Keller, adapted for tactile
illustration, American Printing House for the Blind.
Slide 46
Reading, Writing and Communication, continued Braille may be
added to tactile pictures and pages in a remnant book to expose
readers with low vision to words, just as individuals with sight
are exposed to print.
Slide 47
Reading, Writing and Communication, continued In addition,
hands can be quite expressive. Hands may be used to greet, to
praise, to show disapproval, to give direction, to convey feelings,
to request, and to gain attention. These expressions may be
conveyed through touch, gesture, or sign language. Sign language
may be visual or tactual, during which the learners hands rest upon
that of his or her partners.
Slide 48
Nonsymbolic communication may be appropriate for learners who
do not yet associate a symbol object, picture, texture, spoken
word, gesture, or manual sign) with a referent.
Slide 49
Nonsymbolic expression may be visual (e.g., eye gaze), gestural
(e.g., extended hand), tactual (e.g., touch), vocal (e.g., crying,
laughing), through body movement (e.g., withdrawing, eye gaze),
through facial expression, and/or physiological changes (e.g.,
alertness).
Slide 50
Reading, Writing and Communication, continued Those interacting
with individuals communicating through nonsymbolic means need to be
sensitive and responsive to behaviors that may serve a
communicative function (e.g., student looking toward the computer
may signal his desire to use it).
Slide 51
Reading, Writing and Communication, continued Assigning meaning
to a learners behavior and responding consistently each time it
occurs facilitates communication development and interaction.
Slide 52
Reading, Writing and Communication, continued If a learners
communication attempt results in something that meets his or her
needs, or gives him or her some control, it is more likely the
behavior occur again. This cause and effect interaction is an early
form of literacy.
Slide 53
Reading, Writing and Communication, continued Nonsymbolic and
symbolic communication overlap, as symbols are introduced. A
multimodal approach utilizing graphic (aided), gesture (unaided),
and voice/sound may increase a learners communication system.
Slide 54
Examples of these three modes of communication include: Vocal
Communication - production of sound - crying/laughing (any sound
output) - verbal speech Aided Communication - objects - photographs
- line drawings - written/brailled letters - voice-output
augmentative communication device - computer Unaided Communication
- body movements - gestures - manual sign
Slide 55
Symbols may be used to signal the beginning of an activity
within a learners daily routine (e.g., two fingers brushing left
palm inwardly may signal time to eat or placing a sweatband on
right wrist may signal time for walk).
Slide 56
Reading, Writing and Communication, continued Introduced
consistently day after day, individuals will begin to connect the
cues and signals/symbols with specific activities. This may lead to
the anticipation and, eventually, initiation of a routine. Later,
objects associated with the routines may be used for learners to
make choices or requests.
Slide 57
Reading, Writing and Communication, continued As understanding
increases, students may transition from communicating with whole
objects to using parts of objects and picture or tactile symbols,
or from using general body language to more intentional gestures or
sign language.
Slide 58
Augmentative and alternative communication (AAC) systems AAC
may be used if a learner has limited or no speech. It may also be
useful in settings where other people are not familiar with sign
language or an individuals idiosyncratic communication style.
Slide 59
AAC systems, continued It may include objects, pictures,
electronics, or any of the other forms listed previously. Use of
objects assists learners with visual impairments and those who do
not yet understand more abstract symbols such as pictures or
print.
Slide 60
Object choice board: Learner uses hand to scan choices left to
right. Object symbols book: Objects may be positioned on cover to
reduce number of choices.
Slide 61
AAC systems, continued Literacy experiences may: utilize
objects within tactile books; present a learner with a choice of
activity by Velcroing objects to a book or board; and use objects
to represent activities and locations. These may be sequenced in a
calendar box so an individual can learn to read and follow a daily
schedule. For detailed instructions on making and using calendar
boxes, refer to Robbie Blahas book (2001) Calendars for Students
with Multiple Impairments Including Deafblindness.
Slide 62
This is an example of one form of object schedule: First lunch,
then computer. These are objects which are presented in a learners
hand prior to a transition in daily routine.
Slide 63
AAC systems, continued Representations may be visual, auditory,
or tactile. Photos or line drawings may be selected depending on a
learners cognitive ability. Photos may sometimes function as a
bridge between the use of actual objects and the use of line
drawings, which then generalize across activities and
settings.
Slide 64
AAC systems, continued Pictures may be arranged on Velcro
boards, in books, as a set of cards on a ring or lanyard, within a
study carrel, and on a placemat. Pictures may be used for
choice-making, reading and following a picture schedule, answering
questions about a story, following a picture recipe, and for
communication and social interaction. Students may read and write
using pictures.
Slide 65
AAC systems, continued Texture may be added for those who read
with their hands. If using pictures, particularly with a student
who is visually impaired, consideration needs to be given to size,
color, and contrast. In addition, photos need to have an
uncluttered background.
Slide 66
These are examples of choice boards in picture and object form,
which are used during community outings at the public library.
Slide 67
These are examples of photos used for choice-making and
communication which are displayed on the wall for easy access. The
material to which they are Velcroed is similar to fabric used as
headliner in a car, which may be purchased at a fabric store or
salvage yard. The photos on the right were taken against a solid
background and those on the left had the background digitally
removed to reduce background clutter and distraction. It would be
recommended to add a printed label to each picture so the learner
is exposed to print and so communication partners use the same
terminology when referring to each picture.
Slide 68
This example shows an individuals picture schedule using line
drawings and a finished pouch. Mayer-Johnson Picture Communication
Symbols are used here.
Slide 69
Picture communication book: Pictures may be positioned on the
cover as an individual learns to discriminate between pictures.
Mayer-Johnson Picture Communication Symbols are used here.
Slide 70
AAC systems, continued A wide variety of electronic devices
offer persons with multiple disabilities the opportunity to have a
voice. Devices that provide synthesized speech allow learners to
express themselves by activating the device through direct touch or
by using a switch. Pictures or tactile symbols may be displayed on
the device so when an individual touches or pushes a symbol, the
device will speak a related message.
Slide 71
AAC systems, continued For those with limited physical
movement, scanning devices may be used where the touch of a switch
positioned near a body part activates a light under a symbol. The
switch is pressed repeatedly to move the light until the desired
symbol or message is reached. Those with visual impairments may
utilize auditory scanning so they can hear the options as the
device scans.
Slide 72
AAC systems, continued Computer adaptations may include: the
use of a switch, touch screen, or alternative keyboard. tactile
symbols which may be mounted on alternative keyboards for those who
read with their hands. the use of braille software and
printers.
Slide 73
This is an example of a voice output augmentative communication
device (e.g., CheapTalk 8 from Enabling Devices). The background of
the Mayer-Johnson Picture Communication Symbols may be colored
according to a students visual need or preference. For students who
require tactile symbols rather than pictures, an overlay with only
printed words on it may be used with tactile symbols glued to each
square of the overlay. The individual would feel and press the
texture for the device to speak a message so others could
hear.
Slide 74
AAC systems, continued Assistive technology helps to make
traditional communication and literacy materials accessible to
students with multiple disabilities. Miles (2005) states, Literacy
never exists in a vacuum. People read and write for many purposes,
most of them social (p.3). People with severe disabilities,
including those who are deafblind, should be exposed to these same
social opportunities.
Slide 75
AAC systems, Activity Create an adapted book- Each participant
is to make an adapted book for an actual learner with multiple
disabilities or deafblindness that he/she knows or for a learner
who attends the local school system: The book may be a tactile book
made from materials based on something the learner experiences, a
purchased book which is adapted for reading pleasure, or a book
(adapted or made from scratch) made to support a topic being taught
in the classroom.
Slide 76
AAC systems, Activity, continued When making the books,
consider (1) the vocabulary they are going to target, (2) the
symbol system best suited for the learner (objects, texture, print,
braille, pictures), and (3) the best way to read the book with the
learner (e.g., hand-under-hand feeling objects, spoken word, sign
language, etc.).
Slide 77
Accessibility Learners with significant support needs face a
combination of physical, cognitive, and/or sensory impairments.
Paper, pencils, and textbooks are inadequate tools to support their
active participation in literacy activities. Materials and
environments should be adapted, sometimes extensively, for these
learners to have access to the same content standards and
curriculum as their non- disabled peers.
Slide 78
Accessibility, continued Exclusion of these learners from
literacy activities is not an option! Like those made for
communication systems, adaptations such as pictures, objects,
photos, texture, print, and braille can be used for literacy
materials. Objects may be used initially to help learners associate
the pictures with actual items.
Slide 79
Accessibility, continued Pictures should meet student needs,
taking into consideration: the appropriate size, simplicity (no
clutter), use of color (color coding, student responsiveness), and
contrast (black/white or black/yellow for high contrast).
Slide 80
Accessibility, continued Sign language (labeling the pictures)
should be utilized as a book is read to a learner who is deaf or
hearing impaired. The following slides show various examples of
adapted books using pictures for reading and receptive
language.
Slide 81
The paperback book, Who Will Help? By Rozanne Williams, from
Creative Teaching Press, has been adapted in the photo above by
adding two Mayer-Johnson Picture Communication Symbols per page.
The noun apple remains constant throughout the book, while the
verbs change. For an individual with low vision, the words may be
signed tactually, acted out, and/or a real apple may be explored
with the hands. This book was selected because of repetitive
phrases. These phrases were recorded on a voice-output augmentative
communication device for a student to activate to read at the
appropriate time in the story.
Slide 82
This photo is of the book, Little White Dog by Laura Godwin,
which was adapted in a similar fashion as the previous one using
Mayer- Johnson Picture Communication Symbols. However, the focus of
this book is on identifying colors and animals as the book is read.
This book was cut apart so pages could be put in plastic sleeves,
stiffened with tagboard, and placed in a three-ring binder for
durability.
Slide 83
The book, Mouse Paint by Ellen Stoll Walsh, was cut apart and
adapted by placing construction paper behind the pages of the book.
Students can match color cards to the colored pages as the mice in
the story play in the various colors of paint.
Slide 84
The book, The Four Seasons by Rozanne Williams, was adapted by
adding a strip to the bottom of each page which displays print with
Mayer-Johnson Picture Communication Symbols. Additional pictures
are given to the learners so they may form sentences by matching
the pictures to those on the strip, as these are read. The pages in
the book were laminated for durability.
Slide 85
The pages in this student-made book were reproduced from the
MEville to WEville curriculum by Ablenet. Students selected
pictures based on their preferences to tell a story. Those with
significant visual impairments might use packaging from their
favorite foods to glue to the pages in order to read object or
tactile symbols.
Slide 86
This is an example of a class-made book. Students each made
their own page to add to the book using their handprints and
choosing Mayer-Johnson Picture Communication Symbols to state what
they like to do. For students with visual impairments, handprints
could be made from puff paint so they can feel the various
handprints as classmates are named and the book is read. Student
made books could be used at any grade level by using content that
involves age-appropriate interests and topics.
Slide 87
Pages for this book were downloaded free from the Adapted
Learning web- site, http://www.adaptedlearning.com. Pages were
laminated and bound. The content of this book is U.S. history and
would be appropriate for older learners. Mayer-Johnson Picture
Communication Symbols were printed to reduce content from each page
to a two-picture sentence (e.g., We live in, the United States). A
prop was made by copying the U.S. picture from the page and
laminating it with heavy laminate. It was cut out so that students
could manipulate it and feel the shape of the
U.S.http://www.adaptedlearning.com
Slide 88
Accessibility, continued For learners with low vision or
significant cognitive disability: Books may be illustrated with
objects or partial objects which feel like the items with which the
learner comes into contact during a targeted activity (e.g., piece
of chain for swinging, sprig from a bush for outside).
Slide 89
Accessibility, continued Tactile symbols and texture may also
be used depending on the abilities of the learner. The Texas School
for the Blind & Visually Impaired (TSBVI) web-site,
http://www.tsbvi.edu, is a resource where tactile symbol systems
are described and pictured. http://www.tsbvi.edu A books pages
should include text for a partner to read.
Slide 90
Accessibility, continued Print size should be considered for
those with vision, and braille for those with low vision, even if
they cannot yet read it in a traditional sense. Select basic
concepts within the book and keep the printed text simple. Partners
should also consider the use of facial expression, gesture, or sign
language while reading or discussing a book.
Slide 91
This is an example of a page in a tactile book. Print is
displayed. A sentence written in braille may be added for a student
with low vision. A piece of chain is used to represent the chains
which a child holds onto while swinging. Sign language for key
words may be included for reading partners using a multimodal
approach to communicate. The Signing Exact English illustration is
from Gustason, G., Pfetzing, D., Zawolkow, E., & Lopez, L.
(1993). Signing Exact English. Los Alamitos, CA: Modern Signs
Press.
Slide 92
The book, Fish Eyes by Lois Ehlert, has been adapted in a
three-ring binder, similarly to some picture books shown
previously. This book is used within the content area of math.
Colored, plastic fish have been Velcroed to each fish on the page
so students may pull them off or put them on as they count with
their reading partner. For learners with low vision, tactile
signing may be used while counting the manipulatives.
Slide 93
The book shown on left is a teacher-made tactile book filled
with various textures inside. The book, Thats Not My Bear by
Suzette Wright, shown in photo at right, is adapted with texture
and braille and published by the American Printing House for the
Blind (http://www.aph.org).http://www.aph.org
Slide 94
Accessibility, continued Age-respectfulness is an issue of
dignity, especially as students get older. Students at the middle
and high school levels should have topics (including the content
areas of math, science, and social studies), music, and pictures
appropriate for their age group. Adapting books, magazines, and
textbook materials allows one to use age- appropriate topics while
simplifying the information and focusing in on the basic concepts
targeted for a learner.
Slide 95
Newspaper articles may be used with high school students as
they study current events. The article here is summarized in one
word. (Photo provided by Andrea Zody)
Slide 96
A student may select pictures from magazines about which to
talk or write. As sentences are written by a partner, the student
with disabilities may be given word/picture choices to complete the
sentences. (Photo provided by Andrea Zody)
Slide 97
A student may use a keyboard to type written work (alternative
keyboards can provide large print or photo representations) or a
partner may type/write down what is expressed. (Photo provided by
Andrea Zody)
Slide 98
Accessibility, continued In addition to books, students should
have access to literacy in other formats as well. Learners may be
taught to follow picture/tactile sequences for daily routines,
grocery lists, and recipes. Menus from favorite restaurants can be
adapted in advance so learners can make their own choices when they
eat out with their families. Some restaurants do have picture menus
upon request.
Slide 99
Accessibility, continued Voice-output augmentative devices may
be used for learners to speak and hear sequenced steps of a task,
such as food preparation or art projects. Writing is the expressive
form of literacy. Experimenting and playing with a braillewriter
might be considered as doodling in braille.
Slide 100
Accessibility, continued Adaptive writing tools for learners
with physical impairments include: special grips for pencils, a
writing bird (a tool that looks like a bird upon which a student
rests her hand as she moves hand across the paper), a universal
cuff (splint fastened around hand which holds a pencil for the
learner), address labelers to stamp names to papers, stencils,
devices for typing print or braille, and adaptive scissors for
cutting out pictures to glue to paper as means of writing.
Slide 101
The photo above is a fourth grade writing assignment. Students
wrote sentences about a topic, then sequenced their sentences to
put their stories together. This student read 2 x 2 pictures rather
than words. She cut out her picture choices with adapted scissors
and glued them to each strip. Her partner filled in the printed
words to form the sentences. Once the story was assembled, it was
recorded on a voice-output communication device so the student
could read her story to the class when it was her turn to
share.
Slide 102
Musselwhite & Wagner (2001) suggest poetry as another form
of literacy. Shown left is an example of one of the recommended
poetry styles, a 3 x 3 poem, formed by Velcroing Mayer-Johnson
Picture Communication Symbols or Symbolstix symbols from N2Y, Inc.
to a chart to write about a lesson on government. This is a writing
tool that could be used across grade levels.
Slide 103
Students who are nonverbal use voice-output augmentative
devices, such as Ablenets Step-by-Step with Levels (pictured here
on the right), to survey people around the school. Those being
surveyed follow the instructions given by Velcroing a poker chip to
the board beneath their choice. When students return to the
classroom, they count, graph, and report their findings using the
voice-output devices. The idea for this activity came from the
Unique Learning Systems literacy curriculum, N2Y, Inc.. An example
of how literacy and math might overlap: Collecting and analyzing
data is a math content standard at a variety of grade levels.
Depending on the literacy topic that day, students select two or
more items (in picture, object, or texture form) about which to
survey other students and staff.
Slide 104
Journaling is another form of literacy. This photo of a remnant
book is a simple form of home-school communication. In one pocket,
the student takes home a tangible item along with a printed
sentence about something he or she did that day, to share with the
family. Another pocket is provided so the student may bring
something back from home that represents what he or she did the
night before.
Slide 105
Literacy can occur at mealtime. Shown here are Mayer- Johnson
Picture Communication Symbols sealed within heavy lamination to
form a communication placemat. Learners may point to pictures
during the meal to request more or indicate when finished, or they
may pull off pictures Velcroed to the mat to hand to an adult who
can assist them.
Slide 106
Even games can provide opportunities for literacy. Two plastic
disposable lids held together with a brad serve as a playing card
holder for a student with limited motor ability. The game of UNO
serves to teach color and number recognition, matching, and turn-
taking. Card games may be played with cards that are tactually
marked.
Slide 107
Bingo can be adapted by providing a switch and spinner for
those with physical limitations and using pictures or textures to
match literacy concepts related to the learners grade level
content. These pictures and sheets happen to be provided within the
UNIQUE Learning System curriculum, N2Y, Inc.. The
AdaptedLearning.com website also has a variety of educational
materials like this that may be downloaded for free.
Slide 108
This is an example of an actual menu that was adapted with
photos inside prior to going on a community-based instruction trip
to a local restaurant. Students were able to place their own orders
by pointing to desired photos.
Slide 109
Accessibility, continued Adaptations for literacy are only as
limited as ones creativity. Some examples include: Story boxes or
other props to supplement a story, giving students additional
hands-on exploration and learning (Miles, 2005). Page fluffers
(e.g., a piece of foam under the edge of each page, a large
paperclip on each page) help separate the pages of a book, making
them easier to turn.
Slide 110
Large paperclips are used in this photo as page fluffers to
help separate the pages for easier turning.
Slide 111
Accessibility, continued Stories may be provided on tape, CD,
or computer. There are a number of websites with stories online.
Voice-output augmentative devices may be used to read repetitive
parts of a story, lines or pages of a story, directions for a game
or activity, or spelling words.
Slide 112
This is a teacher-made book that makes use of props. It has
print and a sentence in picture form on each page that students can
Velcro in sequence. It also includes pictures glued to a thick
piece of foam that may be removed and handled for added interaction
with the book. Tactile props could be used instead of/in addition
to picture props.
Slide 113
This photo is an example of an assistive device from Enabling
Devices, called a Book Talker, that reads each page aloud when a
designated hot spot is pushed. This book has a bright red circle on
each page to designate that spot. For students with low vision,
tactile dots (e.g., Velcro, felt, etc.) could be used.
Slide 114
Accessibility, continued Adaptations may be necessary within
the environment as well. Lighting, noise, and temperature affect a
learners ability to maintain attention and focus. Books of interest
to learners should be made accessible within the environment. As
individuals gain more of a sense of control over their environment
and over literacy, interest and learning will grow.
Slide 115
Accessibility, Activity on Adaptations Consider ways to adapt a
classroom game, book, or academic lesson appropriate for the age or
grade level you teach or are most familiar with. Use one or more of
the approaches discussed and shown.
Slide 116
Making It Happen A learners first attempts at reading must be
positive for success to continue. Frustration at not being able to
access something of interest might result in a negative experience
and the individual may stop trying. To insure initial attempts are
successful, books and materials must be made accessible through
adaptations and proper positioning of the learner.
Slide 117
Making It Happen, continued Connecting hands-on exploration and
literacy experiences to a learners interests and preferences will
increase the likelihood of the learner being actively engaged.
Examples include: a remnant or photo book to document an enjoyable
and meaningful experience, relating vocabulary words to personal
interests and incorporating them in other activities throughout the
day,
Slide 118
Making It Happen, continued incorporating interests and
preferences into low interest topics such as preferred colors and
familiar items from home, giving learners choices throughout the
literacy experience- allowing them to choose topics about which to
read or write, the place where they want to read or write, and
which writing instruments and materials theyd like to use,
and/or
Slide 119
Making It Happen, continued making reading interactive so that
individuals are actively engaged and not just spectators- the
social aspect of reading can be very motivating. Literacy
opportunities need to be provided on a regular basis. Reading and
writing activities should occur daily. Books should be made
available for individuals for read and re-read visually and/or
tactually.
Slide 120
Making It Happen, continued Time and materials should be
provided for independent play such as: scribbling, writing in
shaving cream or other textured substances, playing with playdough,
forming shapes or letters with wiki stix, stamping letter stamps to
paper, or using magnetic letters.
Slide 121
Making It Happen, continued Props for stories may be collected
and stored in a box that learners can explore. Reading occurs in
many ways. For example, reading occurs when a learner: checks his
or her personal schedule before the next activity, follows a
picture or tactual sequence to complete a task,
Slide 122
Making It Happen, continued matches the picture or tactile
symbol being carried to the identical symbol located at the door of
the room to which he or she is going, or routinely puts materials
away in a labeled bin.
Slide 123
Symbols label various environments (e.g., office, gym, music
room, library, etc.). Tactile symbols are added and braille is
adhered below the printed word for those with low vision to feel.
Students match the symbol they are carrying to the one on or by the
door.
Slide 124
Making It Happen, continued Writing occurs in many ways, such
as when a learner: stamps his or her name to their paper using an
address labeler, or hands a symbol to a communication partner to
convey wants.
Slide 125
Making It Happen, continued These are all activities that can
take place frequently and routinely throughout a learners day,
providing multiple literacy opportunities naturally. Learners with
significant disabilities and deafblindness respond positively to
routines. They acquire skills more easily when those skills occur
as part of a natural routine.
Slide 126
Raising Expectations One method of providing literacy
instruction is through the use of thematic units. Connecting all
content areas (e.g., reading, writing, math, science, and social
studies) to a single theme or topic enhances student understanding
by creating opportunities for skill synthesis, generalization,
ongoing practice, and increased attention to cues (Cooper-Duffy et
al., 2010, p. 33 ).
Slide 127
Raising Expectations, continued Themes should utilize high
interest materials and activities. Content and ideas need to be
age- respectful.
Slide 128
Raising Expectations, continued Examples of literacy
instruction through a theme of travel: Students read about various
forms of transportation using pictures, words, tactile symbols,
and/or objects. They write, describing something they have seen,
heard, or felt while using a particular form of
transportation.
Slide 129
Raising Expectations, continued For math, they might count and
add model cars. During science, they may explore the concepts of
fast and slow through an experiment. A social studies lesson might
explore the use of maps and involve acting out travel by following
a visual or tactile map, to locate various landmarks within a
building.
Slide 130
Raising Expectations, continued Key vocabulary and concepts
would be targeted for use within the various content areas.
Vocabulary would be presented in print, sign language, picture,
braille, tactile, and/or object symbols depending on the needs of
the students. Use of themes can help to make literacy interesting
and fun while still working on both academic and functional
skills!
Slide 131
Raising Expectations, continued Another effective way to plan
for literacy instruction is use of a collaborative team approach.
Team members, including general education teachers, special
education teachers, paraprofessionals, support service personnel,
and family members, have ideas and skills upon which to draw.
Slide 132
Raising Expectations, continued The team develops IEP goals for
a learner based upon his or her strengths, needs, and interests,
aligning goals with state standards or content standard extensions
developed to make general education curriculum available to all
learners. Students then work on individualized goals within the
framework of literacy activities. Use of differentiated instruction
allows students of various ability levels to participate in the
same literacy activity while working on their own personal
goals.
Slide 133
Raising Expectations, continued On the next slide is an example
of a student support outline planning form which illustrates how a
general education literacy activity might be adapted for a learner
with significant support needs.
Slide 134
Student Support Outline Student: K. Classroom: 5th Grade Year:
Classroom Activity Student Participation & Modifications IEP
GoalsMaterials/ Equipment/Position General Ed. Composition: After
reading a story which is stopped short of the ending, students will
be asked to be creative in writing their own ending to the story.
Special attention is to be given to descriptive words. Since K.
does not read or write in print and is non- verbal, she will use
pictures (2x2, high contrast, black line drawings on yellow paired
with print) to make choices of what to write about and the specific
descriptive words to use. Shell use adaptive scissors to cut out
the pictures to glue to paper. Given hand- under-hand assistance,
she may be assisted in writing some words in between pictures to
make sentences. She is to sign her name on her paper using her name
stamp. When it is time to call on students to read their stories,
K. will use a Step-by-Step voice-output device to read the
sentences in her story aloud. Identify and use name stamp Increase
picture vocabulary Improve comprehension and attention to task
Increase expressive communication skills (choice-making) Improve
fine motor skills and functional use of tools (scissors, glue,
pencil) Demonstrate appropriate use of assistive technology,
speaking when appropriate Name Stamp Folder with paper and
Mayer-Johnson Picture Communication Symbols Art Bag with writing
instruments and glue Tabletop scissors with rubber mat to stabilize
Step-by-Step voice-output device K. will be seated in her
wheelchair at a table of the appropriate height
Slide 135
Raising Expectations, continued In a collaborative team
approach, the special education and general education teachers
collaborate and adapt each lesson with an individual students goals
in focus. All students, including the student with multiple
disabilities, work on activities linked to state standards for
reading (receptive language) and writing (expressive
language).
Slide 136
Raising Expectations, continued Once a students IEP goals are
identified, systematic instruction should be planned so the
important skills (e.g., identifying objects or vocabulary, signing,
stamping name to paper, using a voice-output device to read
repetitive lines, using writing tools, etc.) a learner needs to
master during literacy instruction can be embedded into daily
lessons. When systematic instruction is used, the same set of
procedures is used repeatedly on a continuous basis, to teach a
specific skill or piece of information.
Slide 137
Raising Expectations, continued To teach targeted skills, some
type of prompting system may be selected. Prompting systems provide
students who have severe disabilities with supports necessary to
carry out tasks, but not to such a degree that the student is not
challenged Examples of such systems include: least to most or
most-to least prompting, time delay, and graduated guidance.
Slide 138
Raising Expectations, continued Systematic instruction is data
driven in order to determine if progress is being made and to
decide what steps need to be taken next. Data may also be used to
determine progress within the extended standards. It is a teachers
challenge to ensure that all students have access to high academic
standards.
Slide 139
A key aspect of this work is creativity and unwavering
persistence. (Giangreco, 2006, p.24).
Slide 140
Raising Expectations, Using a Student Support Outline Activity
Review the following scenario of a student with severe
disabilities/deafblindness in a general education class for
language arts. Complete a Student Support Outline for this student,
detailing modifications and adaptations the student might need to
participate in the same activity as his peers.
Slide 141
Using a Student Support Outline, continued Scenario: B. attends
a 5th grade language arts class with his peers and truly enjoys
being around his peers. B. can scribble on paper but does not
imitate marks. He is able to visually track people moving around
him and can see 2x2 black and white line drawings paired with print
if he holds them just right. He startles to very loud, sudden
sounds but is not able to hear someone speaking to him.
Slide 142
Using a Student Support Outline, continued B. has a vocabulary
of approximately 35 signs. His individual goals include increasing
his picture and signing vocabulary, improving use of fine motor
skills, and completing tasks with greater independence. His class
has been studying about current leaders within the community,
state, and U.S. They are going to be writing letters to their
senators next week expressing something of concern to them. B. is
invited to write a letter as well. The class will be working on
these letters over the span of the next week.
Slide 143
Summary Learners with severe disabilities and/or deafblindness
are faced with many challenges, but teachers do not need to be one
of those barriers. These learners will know of many experiences
only if given the opportunity to explore beyond arms reach.
Slide 144
Summary, continued It is critical to make good instruction
accessible, given the nature of these learners significant
disabilities in areas such as understanding what a teacher is
saying, accessing writing tools, seeing texts, or attending to
lessons. We should maintain high expectations and a belief that all
learners can and do benefit from literacy instruction, whether or
not they acquire a more abstract language system.
Slide 145
Summary, continued For individuals with significant
disabilities, effective instruction should be individualized and
include consistent routines, clear expectations, motivating
experiences, active participation, and opportunities for
communication. Materials and environment should be made accessible
through adaptation and supports.
Slide 146
Summary, continued With creative and individualized support,
these learners can begin to make sense of the world around them.
Literacy is a functional skill that results in an improvement in
quality of life for them, and for us, as we learn from each
other.
Slide 147
Summary- Video activity Watch the video at
http://mast.ecu.edu/modules/db_1/lib/me dia/moth2.html.
http://mast.ecu.edu/modules/db_1/lib/me dia/moth2.html Discuss the
characteristics of activities and materials identified by the
mother as key to her sons developing literacy. If this child
entered your classroom today, what do you feel you would need to
know about this boy as a learner that would enable you to provide
him with quality literacy experiences?
Slide 148
Focus and Reflection Questions 1.Define literacy for a student
who is deafblind and/or has severe, multiple disabilities.
2.Explain why literacy is important for learners who have severe,
disabilities and/or deafblindness. 3.Describe what literacy might
look like for learners with severe disabilities.
Slide 149
Focus and Reflection Questions, continued 4.Provide examples of
ways educators might promote the development of literacy for
learners with severe disabilities and/or deafblindness.
5.Brainstorm various ways literacy may be incorporated into a
students daily routine.
Slide 150
Focus and Reflection Questions, continued 6.If a student with
severe disabilities and deafblindness entered your classroom, what
things would you want to know or find out about this student as a
learner that would enable you to provide him or her with quality
literacy experiences?
Slide 151
Application and Extension Activities 1. A list of companies
that sell adaptive equipment follows. To gain awareness of the
types of equipment available to support learners, view these
companies and their products online. Note that not all equipment
needs to be purchased- there are many adaptations that can be made
from everyday materials!
Slide 152
Application and Extension Activities, continued Select two
items from each catalog and tell how those items might be used
within academic instruction for learners with deafblindness/
multiple disabilities. Also provide two examples of items you might
produce yourself if money was in short supply.
Slide 153
Application and Extension Activities, continued Abilitations,
http://store.schoolspecialtyonline.net
http://store.schoolspecialtyonline.net Ablenet,
http://www.ablenetinc.comhttp://www.ablenetinc.com APH: American
Printing House for the Blind, http://www.aph.org http://www.aph.org
Attainment, http://www.attainmentcompany.com
http://www.attainmentcompany.com
Slide 154
Application and Extension Activities, continued Don Johnston,
http://www.donjohnston.com http://www.donjohnston.com Enabling
Devices, http://www.enablingdevices.com
http://www.enablingdevices.com Mayer-Johnson, http://www.mayer-
johnson.comhttp://www.mayer- johnson.com SammonsPreston,
http://www.sammonspreston.com http://www.sammonspreston.com
Slide 155
Application and Extension Activities, continued 2.A list of
website for organizations and resources on deafblindness is at
http://mast.ecu.edu/modules/db_1/su mmary/#4. Look at one of the
sites and report on the approaches or materials promoted on these
sites and how they could impact literacy for children with
deafblindness and multiple disabilities.
http://mast.ecu.edu/modules/db_1/su mmary/#4
Slide 156
Self-Assessment A self-assessment with response feedback is
available at http://mast.ecu.edu/modules/db_1/quiz/. Participants
may take this assessment online to evaluate their learning about
content presented in this module
http://mast.ecu.edu/modules/db_1/quiz/
Slide 157
Session Evaluation A form for participants to evaluate the
session is available in the Facilitators Guide.