creating a description-rich classroom for diverse … · classroom strategies • most children...

Explore and strengthen––in a group setting––multiple avenues of perception and communication for students on the autism spectrum, students with learning disabilities, and B/VI students through:

• listening • speaking • vocalization • tactile sensations • movement • storytelling • spontaneous music-making, and •group performance.

CREATING A DESCRIPTION-RICHCLASSROOM FOR DIVERSE LEARNERS

THE MAIN OBJECTIVE:

AUTISMThis is a developmental disability that is also known as Autism Spectrum Disorder (ASD). This disorder results in a number of symptoms, but mainly affects a child’s social and communication skills.

The ability to perceive emotional constructs—facial expressions and body language--and "right answers" vs. "wrong answers" may be impeded for these children.

Figurative language such as sarcasm and puns may be difficult to understand.

Bridge Multimedia: Creating a Description-rich Classroom for Diverse Learners

PABLOPablo debuted on Universal Kids in U.S. on

April 2, 2018 to coincide with World Autism Day. Pablo “sees the world differently, and thinks and processes things differently.

The series celebrates that difference, inviting viewers to see the animated world through the eyes of a five-year old child with autism, and to be enthralled and entertained by the view.” (Grainne McGuinness, creator).

All parts were created with input from kids on the autism spectrum and parts are voiced by kids on the spectrum.

PABLO: Theme Song LricsPablo thinks differently,

Sees the world in different ways. Some kids like to party,

Some don’t and that’s okay.Wren loves her flapping

and she likes to sing away.Noa’s really sensitive,

Draff’s got so much to say.Tang has lots of energy,Mouse loves quiet play.

Llama likes repeating things,And I draw all the pictures in.

When we all get together and the fun begins,Fun begins, fun begins…

Pablo, Pablo sees the world in different ways.Pablo thinks differently,

Sees the world in different ways.

Click here to listen to the theme song

AUTISMClassroom Strategies

• Use simple, direct language

• Say it slow.

• Say less.

• Use concrete language instead of figurative/abstract language.

• Use real-life references, rather than non-concrete references. Instead of “40 feet long,” use “as long as a school bus.”

• Use audio description to help support characters’ facial expressions,body language, text and additional audio information.

• Positive reinforcements are a huge motivator. Use a mixture of visual,audio and text feedback to signal when a correct or incorrect answeror problem solution has been given.

• Provide visual and audio prompts appear to alert the viewer toupcoming loud and/or unusual sounds that could trigger a reaction.


SPECIFIC LEARNING DISABILITYA learning disability is a neurologically based problem that affects the ability to read, write, and do math. Examples are dyslexia, Auditory Processing Disorder, dysgraphia, and dyscalculia.

Students may have problems understanding verbal instructions or reading text on the screen.


SPECIFIC LEARNING DISABILITYClassroom Strategies

• Use multiple information output modes for all essential storyinformation. For example, key information is displayed via text on the screen and also voiced via audio.

• Use synchronized highlighting of text that follows the wordsdisplayed on the screen as they are spoken.

• Images are used to help support text and audio information.


VISUAL IMPAIRMENT/BLINDNESSSome children in this category will be blind with no serviceable sight, while others may have very low vision even with correction.

Students will have difficulty seeing text and other on-screen elements. Students who are blind will be unable to see any onscreen text.

Most children with low vision will find it harder to see in low light situations, though some, such as children with albinism, see best in dimly lit settings. In some cases, the type of lighting can be a significant factor. Glare from reflected surfaces or from bright lights or the sun shining on their face can make seeing much more difficult.

Some children with low vision will have difficulty seeing potential hazards while walking such as steps and objects on the ground that blend in with the background. Some will use a long cane to help them detect obstacles or drop offs within a few feet.


BLIND / VISUALLY IMPAIREDClassroom Strategies

• Most children with low vision will have difficulty reading typical sizeprint and may need to use enlarged text, a handheld magnifier oran electronic magnification system.

• Audio description and captions are always available to reinforce meaning.

• Embed real-world references into description and conversation. Ratherthan: “She started climbing the rock,” say: “She started climbing a rock—it was as tall as she was!”

• Identify who is speaking. Many children with low vision will havedifficulty recognizing a familiar face until very close to the person, although hearing a person’s voice will help them identify the person.

• Ensure that no important information is described by color alone.A non-color cue should be included.

• When presenting STEM content, incorporate the MathSpeak speech rules.


The Sydney Opera House: White, curved structures, almost like sliced orange peel segments, form a roof with many parts. The structure sits on a pier surrounded by water, making the building also look like white ship sails being blowing in the wind. Underneath the eight segments of the unusual roof, lights glow, slightly revealing the massive space inside.• Hands On: Teach children about the Sydney Opera House’s strange-shaped roof by cutting an orange into eight slices. Peel the orange and let the child feel the somewhat rigid curve of the skin. Let the child arrange the skins into their own roof!

DESCRIPTION-EMBEDDED LANGAUGE

The Leaning Tower of Pisa: A seven-story tower stands on a grassy lawn, next to a rectangle shaped cathedral. The tower leans to the left, like it might fall over! Both buildings are made with white, hard stone. Dozens of columns circle around each level of the tower. The columns have the same round cylinder shape as the tower itself.

• Hands On: Teach children about the wild, leaning tower, using an empty paper towel roll. Cut one end at a slight angle so that when you place it in front of the child, it slants. Use this opportunity to talk about what they think makes a good foundation for a building.


POCOYO AND THE BUTTERFLY• “Pocoyo’s mouth makes an excited “O” shape.”

• “Pocoyo stops, puts his index finger on his chin, and thinks.”

• “Pocoyo shakes his head ‘No’.”


Chemical formula, (noun)Plural: chemical formulas:

A chemical formal is a way of showing the number and kind of atoms that make up a molecule.

For example, the chemical formula for water is H20, represented by the alphanumeric symbol: upper case H, subscript 2, upper case O.

It shows that water is made up of 2 atoms of hydrogen and one atom of oxygen.

USE the MATHSPEAK SPEECH RULESMathML Meets the Spoken Word

H2O

Learn more about the MathSpeak speech rules:http://www.gh-mathspeak.com

B A S K E T B A L L :“He bounces the ball, hitting it with the palm of his hand each time it bounces back up. He throws the ball towards a basketball hoop that’s about a room’s length away.”

SNEAK IN ECC WHENEVER POSSIBLE

Learn more about the Expanded Core Curriculum:http://www.tsbvi.edu/math/3973-ecc-flyer

MIX IN MULTI-SENSORY ACTIVITIES

WHERE’S MY HAT?

Brush-tap-tap-tap, Brush-tap-tap-tap, and.

Step, kick, step, kick.I love my hat, Brush-tap-tap-tap-and...Step, kick, step, KICK!

Heel x, step x, heel x, step x, Heel x, step x, CLAP CLAP!

Found my hat, I found my hat.There’s no doubt about it, I can’t live without it.Heel, step. Heel, step.Heel, step. Clap, clap, clap.Step, kick. Stomp, stomp, stomp.KICK!

Found my hat … And that’s that!


Dynamic reading aloudStorytelling Songs and rhythmsMusical instrument makingVisual artsDance and movementWord gamesTongue twistersJoke tellingInterviews and podcastsCookingImprovisationCostume makingSign language experiencesTactile and braille activities.

GREAT EXPECTATIONS multi-sensory activity units are available online at no cost. Books with braille are available at the costs as standard print books.

www.nbp.org/ic/nbp/programs/gep/ge_index.html


http://www.nbp.org/ic/nbp/programs/gep/ge_index.html

PUTTING IT ALL TOGETHER

WALK THIS TRAY

Hey diddle diddle, Keep the heavy in the middle.Elbow in at the waist.Bend to pick it up, or you might lick it up,Steady … slide your tray.

Spread your fingers wide,Flat and in the center,Wrist and shoulders straight.Don’t wanna take a bath? Look ahead, clear a path.Balance the weight…YOU’RE GREAT.

creating a description-rich classroom for diverse … · classroom strategies • most children...

Documents