Dual Media Learners: Instructional Strategies and Assessment

Anne Spitz, M.Ed.Teacher of the Visually Impairednathespitz@aol.comPerkins Webinar 2014

Dual Media Learners:Instructional Strategies and Assessment1Times have changed2Discuss the NFB article Print or Braille? I Use Both!2

33The IEP team must* * * (iii) in the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the childs reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the childs future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child Educating Blind and Visually Impaired Students; Policy Guidance; Federal Register; Vol. 65, No. 111; Thursday, June 8, 2000http://www.gpo.gov/fdsys/pkg/FR-2000-06-08/pdf/00-14485.pdfFederal Register/IDEA4Reference NFB brochure4Determine current level of visual functioning in school, home and communityConducted upon initial eligibility, after a change in visual functioning, or at least every 3 yearsEssential to understanding how child utilizes vision in school environmentCan vary significantly from a clinical assessment

Functional Vision Assessment5Refer to Looking to Learn for sample FVA. Functional vision in day to day often varies from clinical.This info can be very revealing, and assist the team in understanding what a diagnosis means.5General and Ophthalmological InformationFunctional Vision AssessmentBackground InformationUse of Sensory Channels Reading and Writing AssessmentLiteracy ToolsSummaryRecommendationsRecommended yearly or after change in vision

Learning Media Assessment6Background Information: educational, medical

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Degenerative eye conditionsField restrictionsDemonstrate ability to tactually discriminate shapesReading rate and fluency are below peers

Characteristics of Dual Media Learners7Recent Examples:Font sizeK ROP, 20/200 acuity; addtl retinal detachmentET Albinism 20/300-20/600 depending on lightingL ROP 20/800; print supplementing; determination made yearlyB 20/200 RP; Resource RoomER CVI 20/200

7Service deliveryCoordination of literacy instructionIntegration of braille and print in classroomMaterialsSometimes getting the Team on board

Challenges of Dual Media8Not double the time, just because double the media.Who teaches what and when?When or if to bring braille into classroom?Materials and embossers8More literacy tools for studentEmpowers student to determine when to use which mediumFacilitates maximum learning for studentIncreases availability of materials and technology

but it is so worth it!9Learning and Using Print and Braille: A Study of Dual-Media Learners, Part 1 Results: Looked at decision making; demographics of teachers and students and attitudes of parents/students:1. Many TVIs are not comfortable tching brl. Need more training to become proficient in braille.2. Teachers often guess about large print size. Should refer students to low vision exams and use objective data to determine print size.3. Teachers are not clear about how to determine appropriate learning media. Should use LMAs to determine reading media.4. Very few parents/families know braille. Make resources available for parents to learn braille

Learning and Using Print and Braille: A Study of Dual-Media Learners, Part 2 Results: Looked at instruction in dual media: methods and curricula, reading rates/levels and teacher expectations for future literacy.Acc. To Koenig instructional time in braille for dual media should be 5-10 hours/wk. This study should chn were instructed in print on average 10 hours, but only 5 in braille. Use guidelines of K. chart to determine service delivery amountsRdg rates were substantially lower than sighted peers. Only 1/3 of teachers reported reading rates. Assess regularly, the print/braille reading rates to chart progressExpected future of literacy: Very positive on the part of teachers. 910Time: How much service time should I provide? How do I find time to teach braille? How do I integrate braille into the curriculum?Instruction: What approach(es) can I use to teach braille? (commercial & teacher-designed). How do I balance fluency with learning the code? (Which is more important, fluent reading or knowing the entire code?) Motivation: How can I motivate my student to learn braille? Expectations: What are the goals of braille instruction? How will braille benefit my student in school? After high school graduation? TIME11Can you teach braille once a week?Consistency in number of weekly sessions and duration of sessionsRole of paraprofessionalVary intensity over several monthsBefore or after schoolSummer services (ESY)- small peer group?

TIMETime12

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Albinism ; 20/300; StableLMA (LP-P; B-S)3rd gradeEmi14After a DIBELS assessment in January 2010 showed Emma in the At Risk category for print and braille, literacy instruction became more intensive. Emma received a higher proportion of 1:1 direct services in order to work on reading rate and fluency. Through this intensive instruction, Emma has shown 54% increase in print rate and 61% increase in braille rate in a 3 month period.

14Build in successOver-instruct skillsBraille notetakersDocument progressBalance fluency with learning the codeUse materials of interest to the studentBook excerpts, songs, poems, students own writingHigh interest, low level books

TIMEInstruction15FUNdamentals (TSBVI)I-M-ABLE (Wormsley) (Individualized Meaning-centered Approach to Braille Literacy Education)Mangold Basic Braille Program: Tactile Perception and Braille Letter Recognition (Exceptional Teaching)

Braille-Specific Commercial Programs / Approaches16

Braille FUNdamentals?1717Ingenious!Duxbury has incorporated a feature allowing translation using Cluster levelsAllows children to use textbooks, or recreational reading encountering only familiar contractionsUtilize with Webbraille (NLS), Bookshare, ReadingA-Z

Facilitating Independence with Duxbury1818

Newer Version of DuxburySelect DocumentSelect Learning TablesSelect TSBVISelect TSBVI Cluster

Older Versions of Duxbury (before 11.1)Select DocumentSelect Translation TablesSelect ContractionsSelect "TSBVI Cluster 24"

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2020Possible LessonsWriting commandsBasic editingBasic reading commandsCursor navigationBasic spellchecker features

Auditory feedback Reinforcement of braille writingEase of editingBuilds fluencyEncourages peer and teacher interactions

BrailleNote2121

Braille students own writing and have him/her read it back.Question / answer writingUtilize materials with print and brailleActivities22

Word Study Ideas2323

Word Wall BookTrick wordsClassmates Dolch wordsBraille/lp24Blank pages to add24

Wilson Trick Words Ring 2525

Then add a little braille2626

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Snack Tray

What if a child looks at the braille?2828Assessment Timeline29Assessment BinderLeveled Reading and Running RecordsSight WordsBraille ContractionsWriting SamplesReference MaterialsTask SheetsAudio or video recordings (2-3 times a year)

How do I manage all of this?30

Record reading and writing progress through the year.Dolch List3131GradeFormatRateH & TSpring FirstLarge Print (36pt)Braille53 wpm29 wpm53-111 wpmWinter SecondBraille67 wpm72-125 wpmWinter ThirdBraille97 wpm92-146 wpmSpring FourthBraille130 wpm150-200 wpmOptic Glioma; field loss; 20/400; unstableLMA (B-P; P-S)

Beck (grade 4)

32End of First Grade:Large Print DRA (14)33End of First Grade: Braille DRA (16)34Fall of Fourth GradeBraille Dibels35Goal settingTeacher, student, familyHave the student document progressReward progressFacilitate braille reading mentorFind real-life uses for braille whenever possibleParticipate in Braille ChallengeInvolve sighted peers (braillebug.org)

TIMEMotivation36

Keep track of the number of worksheetsChart the contractionsRewardsBraille Scavenger HuntTrip to the restaurantTrip to the grocery store37Working with FamiliesObservationsHome VisitsArticlesMission Possible

38Mission possible38Integrating Print and Braille: A Recipe for Literacy (NFB)

39Moving beyond resistanceDeveloping trustSharing resourcesDemonstrating valueMeeting the student and family where they areNegotiating compromise 40

Family photo40TIMEExpectationsIntegrate braille in meaningful and purposeful waysBring it into the general education curriculumVocabulary, homework agenda, schedule, notes, teacher feedbackConsider short term and long term expectationsUtilize technology 41Organization facilitates independence.

What does a childs workspace look like?4242

A workspace for an older child43Writing Conference

WorkspaceTrainingSetupVGA ConnectivityBrailleNoteComputer

CCTV44Insert video of janeConnections to computer and braillenote44

45Our role as teacher of the visually impaired is to teach our students the skills needed to become as successful and independent as possible. To that end, braille is a tool that often best serves dual media learners not in the immediate, but in the long term journey of academics and life. 46