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By Donna Brostek Lee, Ph.D. Clinical Assistant Professor University of Kentucky.

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Presentation on theme: "By Donna Brostek Lee, Ph.D. Clinical Assistant Professor University of Kentucky."— Presentation transcript:

1 By Donna Brostek Lee, Ph.D. Clinical Assistant Professor University of Kentucky

2  An overview of Diane P. Wormsley’s book from AFB Press, 2004

3  Emergent Literacy  Basic Literacy  Functional Literacy

4  School  Home  Community  Work

5  Phonics  Whole Language  Basal Reader  Literature-Based  Language Experience  Functional Approach

6  A 12 step program designed for non- traditional braille learners including those with: ◦ Cognitive impairments ◦ Deaf-blindness ◦ Physical limitations

7  Functional Vision/Learning Media Assessment  Contracted or Uncontracted braille?  Differences between learning to read print and braille?

8  Create labels for the classroom and home  Model reading and writing braille ◦ Books ◦ Braille writer ◦ State and stylus ◦ Notetakers and refreshable braille displays

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11  Words of meaning  Part of the daily routine ◦ Calendars  Interview ◦ Parents/Caregivers ◦ Teachers

12  Elements of a good flash card: ◦ Size (at least 3x5) ◦ Top right corner cut for orientation ◦ 2-5 lead line ◦ Texture/material of card  Integrating technology: ◦ Talking card readers (i.e. VoxCom) ◦ iOS apps (i.e. Digit-Eyes, QR code creators/readers) ◦ Lifescribe Pen

13  Posture/Positing of student: ◦ Proper seating ◦ Non-slip surface  Inefficient Characteristics: ◦ Scrubbing ◦ Regressions ◦ Pauses ◦ Searching Motions ◦ Erratic Movements

14  Types of hand movements: ◦ Right or left hand only ◦ Right hand reads – left marks ◦ Parallel ◦ Split ◦ Scissors

15  Assessments: ◦ DIBELS Texas Primary Reading Inventory  Teaching: ◦ Imbed into teaching (steps 8 & 10) ◦ Use formal phonics programs

16  Tools: ◦ Braille writer ◦ Slate and stylus ◦ Mountbatten ◦ Notetakers ◦ iOS devices with refreshable braille displays or tactile overlays  Adapted Equipment: ◦ Extension keys for the braille writer ◦ Adapted braillers (light touch, uni-brailler, etc.)  The Role of Spelling and Contractions

17  Label important items in school and home ◦ Music ◦ Recipes ◦ Phone Numbers  Notes ◦ Pen Pals ◦ Instant messaging with friends via braille displays (i.e. iOS devices, computer with braille display, etc.)

18 1. Use repetition 2. Repeat new words 3. Start with short sentences 4. Slowly decrease spacing 5. Create a book of stories 6. Encourage rhyming (Dr. Suess books)

19  Tracking progress: ◦ Word lists ◦ Letters/contractions mastered ◦ Phonics patterns mastered  Ways of Monitoring Progress ◦ Charts or reward boards (encourage student to participate as appropriate) ◦ Utilize technology (Excel, tablets, etc.) ◦ Include in IEP goals

20  When new vocabulary is needed  Possible curriculums to transition to: ◦ For Children:  Patterns ◦ For Adults:  Braille Too  The Braille Connection

21  Share your struggles with teaching braille... How might the Functional Braille Approach help your student?

22 Braille Literacy: A Function Approach by Diane P. Wormsley from AFB Press (2004) Paperback: $39.95 e-book (ePUB or Kindle): $27.95 Note: Information provided during this presentation is copyrighted by Dr. Wormsley as part of the above named book

23 Dr. Donna Brostek Lee Clinical Assistant Professor Program Faculty Chair University of Kentucky Department of Early Childhood, Special Education, and Rehabilitation Counseling 229 Taylor Education Building Lexington, KY Phone: (859) Website: An Equal Opportunity University


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