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Anne Spitz, M.Ed. Teacher of the Visually Impaired Perkins Webinar 2014 1.

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Presentation on theme: "Anne Spitz, M.Ed. Teacher of the Visually Impaired Perkins Webinar 2014 1."— Presentation transcript:

1 Anne Spitz, M.Ed. Teacher of the Visually Impaired Perkins Webinar 2014 1

2 Previously… either print or braille. Now… some learners benefit from both print and braille Times have changed… 2

3 Functional Vision Assessment Learning Media Assessment Determination of Learning Media 3

4 “The 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 child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s 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, 2000 Federal Register/IDEA 4

5 Determine current level of visual functioning in school, home and community Conducted upon initial eligibility, after a change in visual functioning, or at least every 3 years Essential to understanding how child utilizes vision in school environment Can vary significantly from a clinical assessment Functional Vision Assessment 5

6 General and Ophthalmological Information Functional Vision Assessment Background Information Use of Sensory Channels Reading and Writing Assessment Literacy Tools Summary Recommendations Recommended yearly or after change in vision Learning Media Assessment 6

7 Degenerative eye conditions Field restrictions Demonstrate ability to tactually discriminate shapes Reading rate and fluency are below peers Characteristics of Dual Media Learners 7

8 Service delivery Coordination of literacy instruction Integration of braille and print in classroom Materials Sometimes getting the Team on board Challenges of Dual Media 8

9 More literacy tools for student Empowers student to determine when to use which medium Facilitates maximum learning for student Increases availability of materials and technology … but it is so worth it! 9

10 TIME Time Instruction Motivation Expectations 10

11 Time: 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? 11

12 Can you teach braille once a week? Consistency in number of weekly sessions and duration of sessions Role of paraprofessional Vary intensity over several months Before or after school Summer services (ESY)- small peer group? TIME Time 12

13 13

14 Albinism ; 20/300; Stable LMA (LP-P; B-S) 3 rd grade Emi AssessmentPlanningInstruction 14

15 Build in success Over-instruct skills Braille notetakers Document progress Balance fluency with learning the code Use materials of interest to the student Book excerpts, songs, poems, student’s own writing High interest, low level books T I ME Instruction 15

16 FUNdamentals (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 / Approaches 16

17 Program to teach complete literary braille code in 56 Clusters Leveled to be of interest to various age groups Assessment Tool Available from TSBVI What is it? Print readers of all ages with beginning to advanced print foundation Special populations (ELL and MH) Only braille code Ability to work vary level of instruction depending on student mastery Duxbury allows for transcription based on cluster mastery to facilitate independence Allows for review of clusters as needed Why use it? Braille FUNdamentals? 17

18 Ingenious! Duxbury has incorporated a feature allowing translation using Cluster levels Allows children to use textbooks, or recreational reading encountering only familiar contractions Utilize with Webbraille (NLS), Bookshare, ReadingA-Z Facilitating Independence with Duxbury 18

19 Newer Version of Duxbury Select Document Select Learning Tables Select TSBVI Select TSBVI Cluster Older Versions of Duxbury (before 11.1) Select Document Select Translation Tables Select Contractions Select "TSBVI Cluster 24" 19

20 20

21 Possible Lessons Writing commands Basic editing Basic reading commands Cursor navigation Basic spellchecker features Auditory feedback Reinforcement of braille writing Ease of editing Builds fluency Encourages peer and teacher interactions BrailleNote 21

22 Braille student’s own writing and have him/her read it back. Question / answer writing Utilize materials with print and braille Activities 22

23 Word Study Ideas 23

24 Word Wall Book Trick words Classmates Dolch words Braille/lp 24

25 Wilson Trick Words Ring 25

26 Then add a little braille… 26

27 27

28 Snack Tray What if a child looks at the braille? 28

29 Running Records Every 6-8 weeks Accuracy Oral reading fluency Sight Words 3 times a year Reading and writing Braille Contractions 3-4 times a year Reading and writing braille code General Ed Reading Assessments 3 times a year Determine reading level Assessment Timeline 29

30 Assessment Binder Leveled Reading and Running Records Sight Words Braille Contractions Writing Samples Reference Materials Task Sheets Audio or video recordings (2-3 times a year) How do I manage all of this? 30

31 Record reading and writing progress through the year. Dolch List 31

32 GradeFormatRateH & T Spring FirstLarge Print (36pt) Braille 53 wpm 29 wpm 53-111 wpm Winter SecondBraille67 wpm72-125 wpm Winter ThirdBraille97 wpm92-146 wpm Spring FourthBraille130 wpm150-200 wpm Optic Glioma; field loss; 20/400; unstable LMA (B-P; P-S) Beck (grade 4) 32

33 End of First Grade: Large Print DRA (14) 33

34 End of First Grade: Braille DRA (16) 34

35 Fall of Fourth Grade Braille Dibels 35

36 Goal setting Teacher, student, family Have the student document progress Reward progress Facilitate braille reading mentor Find real-life uses for braille whenever possible Participate in Braille Challenge Involve sighted peers ( TI M E Motivation 36

37 Keep track of the number of worksheets Chart the contractions Rewards Braille Scavenger Hunt Trip to the restaurant Trip to the grocery store 37

38 Working with Families Observations Home Visits Articles Mission Possible 38

39 Integrating Print and Braille: A Recipe for Literacy (NFB) 39

40 Moving beyond resistance Developing trust Sharing resources Demonstrating value Meeting the student and family where they are Negotiating compromise 40

41 TIM EExpectations Integrate braille in meaningful and purposeful ways Bring it into the general education curriculum Vocabulary, homework agenda, schedule, notes, teacher feedback Consider short term and long term expectations Utilize technology 41

42 Organization facilitates independence. What does a child’s workspace look like? 42

43 A workspace for an older child 43

44 Writing Conference Workspace Training Setup VGA Connectivity BrailleNote Computer CCTV 44

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46 Our 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

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