TETN # 30913Literacy for Students with Deafblindness

1:30-3:30 PM

Presented byHolly Cooper, Deafblind Education

Consultanthollycooper@tsbvi.edu

andJim Durkel, APH Coordinator

jimdurkel@tsbvi.edu

Literacy for Students with Deafblindness

Resources

National Consortium of Deaf-Blindness Practice Perspectives, August 2008The Path to Symbolism http://www.nationaldb.org/documents/products/Symbolism.pdf Miles, B. Literacy for Persons who are Deafblindhttp://www.nationaldb.org/NCDBProducts.php?prodID=37 NCDB Outcomes and Performance Indicators: Literacyhttp://nationaldb.org/documents/products/LiteracyOPIs.doc McKenzie, A. (2007). Research in Literacy for Students Who Are Deafblind. Deafblind Perspectives, 14(2). Available: http://www.tr.wou.edu/tr/dbp/apr2007.htm#research Emergent Literacy for Students Who Are Deafblind, Project Salutehttp://www.projectsalute.net/Learned/Learnedhtml/EmergentLit.html National Association for the Education of Young Children and International Reading Associationhttp://www.naeyc.org/about/positions/pdf/WWSSLearningToReadAndWriteEnglish.pdf Learning to Read and Write: Developmentally Appropriate Practices for Young Childrenhttp://www.naeyc.org/about/positions/pdf/PSREAD98.PDF

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Phonological Awareness, Phonemic Awareness, and Phonics Ling Six Sound Check (Bionic Ear)https://www.bionicear.com/UserFiles/File/Ling_Six_Sound_Check-6.pdf Ideas and Activities for Developing Early Phonological Awareness, Virginia Department of Educationhttp://www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf Video on Visual Phonics, Hereford (Texas) Independent School Districthttp://www.herefordisd.net/Northwest/NWpodcasting/Visual%20Phonics%20Presentation/Visual%20Phonics%20Web%20page/visual_phonics.htmNarr, R. A. F. (2006). Teaching phonological awareness with deaf and hard of hearing students. Teaching Exceptional Children, 36(4). Available: http://www.rachelsbz.com/Friedman%20Narr%20(2006).pdf Carlson, B. Blaha, R. (2007) Assessment of Deafblind Access to Manual Language Systems (ADAMLS). National Consortium on Deafblindness. Available: http://www.nationaldb.org/documents/products/ADAMLS.pdf "Fuzzy Wuzzy Was a Bear" in Cued Speechhttp://www.youtube.com/watch?v=gP6JHlaQh98&feature=related

Cued Speech charthttp://www.cuedspeech.org/PDF/NewChart%208.5%20X%2011.pdf

Califonia Deafblind Project Fact Sheet on Tadoma http://www.sfsu.edu/~cadbs/Eng005t.html

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Alternative Tactile WritingMcCall, S. (2009) Developing Literacy Though the Moon Code. Available:http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_cccompmoon.doc Moon Literacy website http://www.moonliteracy.org.uk/ Tactile BooksMaking Tactile Bookshttp://www.clearvisionproject.org/tactile.asp Detailed Description of Making a Tactile Bookhttp://www.clearvisionproject.org/tactile_description.asp The Tactile Book Advancement Group (TBAG)http://www.tactilebooks.org/index.htm

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Literacy for Students with DeafblindnessHolly Cooper, Ph.D. and Jim Durkel, CCC-SLP/A

Who Are Our Deafblind Students?Vary widely in ability level and include students: With severe and multiple disabilities without standard symbolic communication Who use some sign language, speech, picture or object symbols Who are functionally deaf and have low vision Who are functionally blind and have some hearing loss Who are both deaf and blind Who are academic learners

In this presentationWe will try to touch on the needs of all types of students, but our primary focus is: Students with significant sensory impairments Students who unction at the kindergarten level or below

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Students with Deafblindness in TexasIn Texas we have a total of: 8196 students with visual impairments 384 students who are read braille 740 students on DB census

Who Are Our Deafblind Students?APH VI registration reports about students who are deafblind or AI & VI: Nonreaders 302 Pre Print 105 Print 127 Pre Braille 16 Braille 17

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What Is Literacy?Literacy is the ability to: Read Write Spell Communicate through written language Understand and use written word in daily activities at home,

work, in the community Use written prose, documents, and numbers

Learning to Read & WriteInternational Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) position paper cautions against the “maturational” approach in which it is believed young children will learn to read when they’re ready.Learning to Read & Write Many children appear to spontaneously learn to read Research shows outcome effected by differences in

environment, parenting and teachingChildren with deafblindness have different life experiences due to sensory and language deficits that directly impact the learning of literacy.

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Learning to Read & Write5 Phases of Early Reading Skills Development according to the IRA and NAEYC position paper1: awareness & exploration2: experimental3: early 4: transitional 5: independent & productive

Literacy for Students with DeafblindnessLiteracy for Persons Who Are Deaf-Blind

Written by Barbara Miles

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Why literacy?Allows the individual with deafblindness: to communicate more effectively with more people to express thoughts and feelingsIt enriches the lives of individuals because it allows them to: Make choices Express needs and feelings Share experiences with others

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Emergent LiteracyMany of our students with deafblindness are functioning at a level known as emergent literacy and may remain at this level for some time.Some of the earliest skills young children acquire which lead to literacy include: Awareness of literacy media in the environment Awareness that literacy media convey meaning to people Awareness of books and papers as items containing

interesting informationEmergent literacy also includes: Awareness that literacy media involves language Awareness of stories Awareness of books, writing and braille as a focus of

enjoyable social experiencesIn the phase of emergent literacy, language learning builds early literacy skills and early literacy skills build language.

National Report on Reading Phonemic awareness Phonics Fluency Vocabulary Text comprehension

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Phonological AwarenessWords are Made Of Sounds Sound identification Sound blending Segmenting words into sounds Sound manipulation

The Theory Phonological awareness skills aid in decoding Rapid decoding supports fluency and comprehension At least some types of dyslexia are related to deficits in this

area Cues for Phonological Awareness - Narr (2006)

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Cued Speech

Visual Phonics

Listening - The Value of Ling Cover the spectrum The 6 sounds– a– ee– oo – s– sh– m

Listening - Issues for DeafblindDeafblind children often fit with hearing aids or cochlear implant laterDeafblind children often don’t get the same opportunity for instruction Teachers for the deaf and speech therapists are used to

using very visual techniques and may need help to adapt

Speechreading and speaking Cued speech http://www.youtube.com/watch?v=gP6JHlaQh98&feature=related

Visual phonics http://www.herefordisd.net/Northwest/NWpodcasting/Visual%20Phonics%20Presentation/Visual%20Phonics%20Web%20page/visual_phonics.htm

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Visual Phonics Example

Speechreading and Speaking-Issues for the Deafblind Use the ADAMLS Tactual speechreading = Tadoma

Last Thoughts on Phonological Awareness for the Deafblind May support the development of literacy Tied to good auditory skill and speech development Don’t rule it out!

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Literacy Media Encompasses a variety of media: Print Braille Alternative tactile writing Tactile symbols Picture symbols Calendar systems Object symbols

Functions of LiteracyLiteracy supports: Acquiring knowledge Memory Entering a fantasy life Entertainment Problem solving (word

puzzles and riddles) Financial transactions Creating and

maintaining relationships (mail)

Processing of emotions Conveying instructions Announcements of

importance Advertisements Identification of people,

places, things Inspiration and spiritual

growth

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Functions of LiteracyPragmatic functions of literacy: if we use these in our teaching we give students motivation and practical reasons to read.

What Children Need to Read & WriteEmergent literacy research tells us children need: to know that writing is all around them to see significant people using print to see print used in fun and functional ways

Students with DeafblindnessMany will not have the opportunity to observe others reading.To address this we must structure opportunities for children to observe us reading in a way that is meaningful to them.

Model ReadingModel reading utilizing a variety of media accessible to the child throughout the school day: Books Newspapers & magazines Calendars Computers Signs ListsStory Reading

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In reading a story with emerging readers, or individuals at a literacy awareness level, bring objects that relate to the storyComment and ConverseComment on and converse about literacy activities with the child. Comment when a child notices a word or symbol Pause during reading stories and respond to the child’s

reactions Respond to the child’s drawing and writing

Accessibility of Literacy MediaMake literacy accessible: Address interests and experiences of individual with

deafblindness Use understandable language Allow student to participate in making and writing books Include lots of print and braille signs and books in

classroom Use a story box with objects to accompany story

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Accessibility of Literacy MediaMake literacy accessible: Adapt books and stories using tactile items, textures and

BrailleClear Vision: Making Tactile Books

http://www.clearvisionproject.org/tactile.aspTactile Book Advancement Group (TBAG)http://www.tactilebooks.org/index.htm

Adapt or create books and stories using large print and simple high contrast pictures or graphics

Have appropriate drawing, creative art, and “writing” materials available

Use the child’s communication mode: sign language or objects

Use appropriate and familiar language and concepts

Connect Literacy to Child’s World Create experience stories based on recent events and

activities Use a memory box or scrap book items Use targeted vocabulary Write poems, use journalsEmerging Phase

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Provide opportunities for independent and participatory reading and writing: Library of books in the classroom and at home if possible A regularly used area with writing and drawing materials Computer drawing programs Playdough/tactile materials to create letters Textured materials Opportunities to scribble with braille writer, slate and

stylus and other materials

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Experimental Reading/Writing PhaseFor students who are emerging into the experimental reading and writing phase, we see the following: Enjoy being read to / will retell “read” familiar stories Recognize letters Show familiarity with rhyming and initial sounds Make letter-sound matches Write letters of the alphabet and some high-frequency

words Understand that reading and writing proceed left to right /

top to bottom Use language to explain and explore

Literacy InstructionShould teach and reinforce these early literacy skills.Teachers should provide daily: Opportunities to write and read Direct instruction in letter recognition and writing Direct instruction in letter sound matching Direct instruction in word recognition

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How to do this? While “only the vision teacher should teach braille”, instruction can include participation by classroom teachers, interveners and instructional aids:The TVI can collaborate with the team to create appropriate materials do direct instruction of new skills (i.e., introduce a new

braille letter)After introduction of new skills by the TVI: TVI demonstrates to staff how to re-teach and reinforce

the new skill Team members read aloud daily Team members target upcoming reading vocabulary and

email to TVI so she can bring appropriate materials Team members create experience stories with student by

writing in print or on computer & the TVI brailles

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ResourcesNCDB Outcomes and Performance Indicators: Literacyhttp://nationaldb.org/documents/products/LiteracyOPIs.doc

Emergent Literacy for Students Who are Deafblind, Project Salutehttp://www.projectsalute.net/Learned/Learnedhtml/EmergentLit.html

National Consortium of Deaf-Blindness Practice Perspectives, August 2008TSBVI TETN # 30913 – Cooper and DurkelLiteracy for the Student with Deafblindness

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The Path to Symbolism http://www.nationaldb.org/documents/products/Symbolism.pdf

Whatever you do, believe this: Students with deafblindness have a right to literacy!The TVI is professionally obligated to take on literacy.

Literacy for Students with DeafblindnessThere is little research and no proven method of teaching literacy to students with deafblindness, but that doesn’t mean we shouldn’t do it.

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Texas School for the Blind and Visually Impaired Outreach1100 West 45th Street

Austin, TX 78756www.tsbvi.edu

QuickTime™ and a decompressor

are needed to see this picture.

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