2. Integrating Technology into Literacy Based Activities for Children with Deafblindness Patricia Weismer, MS.Ed Teacher Perkins School for the Blind Patricia Weismer, MS.Ed Teacher Perkins School for the Blind

3. What is literacy? Old definition: “ ability to read and write ” Old definition: “ ability to read and write ”

4. New definition: “Proficiency in understanding and using written as well as spoken language as a reader, writer, speaker, and listener. Literacy is an integrated process which develops gradually from birth and is built upon learning from broad experiences, linking language with the development of concepts, and providing exposure to the written word in a variety of meaningful contexts” (Wright, 1997).

5. Goals of Reading & Writing Ultimately the goal of reading is for the reader to obtain meaning from text and apply it to the world and oneself. The goal of writing is to communicate an individuals understanding of the world and themselves through written text. (Koppenhaver, 2000) Ultimately the goal of reading is for the reader to obtain meaning from text and apply it to the world and oneself. The goal of writing is to communicate an individuals understanding of the world and themselves through written text. (Koppenhaver, 2000)

6. Challenges Delayed concept development Decreased incidental learning Reduced exposure to literacy materials Medical challenges Delayed concept development Decreased incidental learning Reduced exposure to literacy materials Medical challenges

8. Technology

9. Assistive Technology “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customize, that is used to increase, maintain, or improve functional capabilities of a child with a disability.” http://idea.ed.gov “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customize, that is used to increase, maintain, or improve functional capabilities of a child with a disability.” http://idea.ed.gov

10. Instructional Technology “Instructional technology is any software or hardware designed to teach the general population of children ideas and concepts…” http://www.cec.sped.org “Instructional technology is any software or hardware designed to teach the general population of children ideas and concepts…” http://www.cec.sped.org

11. Universal Design “Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.” http://www.cast.org “Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.” http://www.cast.org

12. Principles of UDL Principle 1: To support recognition learning, provide multiple, flexible methods of presentation Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. Principle 3: To support affective learning, provide multiple, flexible options for engagement. Teaching Every Student in the Digital Age (Rose & Mayer, 2002) Principle 1: To support recognition learning, provide multiple, flexible methods of presentation Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. Principle 3: To support affective learning, provide multiple, flexible options for engagement. Teaching Every Student in the Digital Age (Rose & Mayer, 2002)

13. Technology, UDL and Literacy Books Off-the-shelf book Audio Book Book on CD, tape, or MP3 Electronic book Using AT hardware and software Individualized Worksheets Paper worksheets Electronic worksheets Books Off-the-shelf book Audio Book Book on CD, tape, or MP3 Electronic book Using AT hardware and software Individualized Worksheets Paper worksheets Electronic worksheets

14. Why use Technology? Increases motivation and engagement Increases independence Appropriate access modes Activities easily modified for diverse students Promotes group interaction and activities Group “jobs” (scaffold participation) Increases motivation and engagement Increases independence Appropriate access modes Activities easily modified for diverse students Promotes group interaction and activities Group “jobs” (scaffold participation)

15. Choosing the Right Technology and Software 1. What will motivate the student? 2. What are the student’s strengths? 3. What the student’s access needs? 4. What is the GOAL of the activity? 5. How will you assess the skills learned? 1. What will motivate the student? 2. What are the student’s strengths? 3. What the student’s access needs? 4. What is the GOAL of the activity? 5. How will you assess the skills learned?

16. Access Modes

21. Consult with OT and PT Positioning Motor skills Consult with Speech Therapy Use of appropriate symbols/language Teach the access mode Repeat the motor pattern until automatic Increase content as motor skills become automatic Consult with OT and PT Positioning Motor skills Consult with Speech Therapy Use of appropriate symbols/language Teach the access mode Repeat the motor pattern until automatic Increase content as motor skills become automatic

22. Access Modes Cognitive Load vs. Physical Load Guide to choose activities Consider learning objectives Give opportunities to increase fluency with technology Use a combination of off computer and on computer activities Cognitive Load vs. Physical Load Guide to choose activities Consider learning objectives Give opportunities to increase fluency with technology Use a combination of off computer and on computer activities

23. Software

24. PowerPoint Commonly available--can often be shared with families Single switch (cause-effect) can be used but not scanning Music, text-to-speech software can be incorporated Free text-to-speech software is available for the Windows based PPT Text can be adapted to preferred contrast/size Easily printable to make paper version Commonly available--can often be shared with families Single switch (cause-effect) can be used but not scanning Music, text-to-speech software can be incorporated Free text-to-speech software is available for the Windows based PPT Text can be adapted to preferred contrast/size Easily printable to make paper version

25. Clicker5 Switch accessible (single/step-scan) Pre-made templates available Pre-made activities available from activity exchange Extension activities available within the software Auditory preview options available with scanning Curriculum activities available for all subject areas Switch accessible (single/step-scan) Pre-made templates available Pre-made activities available from activity exchange Extension activities available within the software Auditory preview options available with scanning Curriculum activities available for all subject areas

26. Intellitools Classroom Suite Switch accessible (single/step-scan) Templates available within software or on the activity exchange Many extension activities available to support learning/literacy activities Curriculum activities available for all subject areas Activities can be very individualized or customized Switch accessible (single/step-scan) Templates available within software or on the activity exchange Many extension activities available to support learning/literacy activities Curriculum activities available for all subject areas Activities can be very individualized or customized

27. Creating a Literacy Based Unit Literacy Kits Reading and Writing Assessment Activities Literacy Kits Reading and Writing Assessment Activities

28. Reading

29. Story Boxes & Literacy Kits Props related to the story Adapted book(s) Appropriate for each student Audiobooks Switches Props related to the story Adapted book(s) Appropriate for each student Audiobooks Switches Story box Communication boards Extension activities Worksheets Games Electronic activities Assessment

30. Story Boxes Objects only Repetitive line picture book with objects and materials Story books with materials Curriculum books with materials ConcreteAbstract

31. Advantages of Electronic Books Electronic books vs Audiobooks Books can be easily modified for a diverse group Pictures, text, and content Books can be easily modified for varied lessons Promotes INDEPENDENT book reading skills Reading the book, choosing the book, holding the book Bring the book experience “alive” Animations can be included Interactive features can be included Quizzes, hunt and find activities, click on a picture and it animates Electronic books vs Audiobooks Books can be easily modified for a diverse group Pictures, text, and content Books can be easily modified for varied lessons Promotes INDEPENDENT book reading skills Reading the book, choosing the book, holding the book Bring the book experience “alive” Animations can be included Interactive features can be included Quizzes, hunt and find activities, click on a picture and it animates

32. Student Considerations Visual Tactile Physical Cognitive Lesson goals and objectives Visual Tactile Physical Cognitive Lesson goals and objectives

33. Adapting Books Modifications to pictures Simplify backgrounds Highlight main picture Reduce clutter Color considerations Modifications to pictures Simplify backgrounds Highlight main picture Reduce clutter Color considerations

34. Adapting Books Modifications to print Language/content Layout Font Size Add symbol support Modifications to print Language/content Layout Font Size Add symbol support

35. Adapting Books Tactile enhancements Braille Consider reading skills Highly main words or simplify sentences Use of contractions Use of tactile symbols or objects Use during assessment activities Use of tactile enhancements Replace the pictures Tactile enhancements Braille Consider reading skills Highly main words or simplify sentences Use of contractions Use of tactile symbols or objects Use during assessment activities Use of tactile enhancements Replace the pictures

36. Communicating about it!

37. Communication Switches Big Mac (or other similar switch) Repetitive line in a story Journal entry Yes/No questions Comment (Yay, I like it…) Step-by-step Repetitive line in a story Social scripts Morning meeting preparation Big Mac (or other similar switch) Repetitive line in a story Journal entry Yes/No questions Comment (Yay, I like it…) Step-by-step Repetitive line in a story Social scripts Morning meeting preparation

38. Communication Boards Software Boardmaker - www.mayerjohnson.comwww.mayerjohnson.com Speaking Dynamically Pro Picture It - www.slatersoftware.comwww.slatersoftware.com Uses Communication during group activities Expressive communication while reading a story Use low-tech paper copy or voice out-out device Software Boardmaker - www.mayerjohnson.comwww.mayerjohnson.com Speaking Dynamically Pro Picture It - www.slatersoftware.comwww.slatersoftware.com Uses Communication during group activities Expressive communication while reading a story Use low-tech paper copy or voice out-out device

39. Considerations with Communication Boards Consistency Use familiar symbols/words across all settings for generalization Keep a similar format for all boards Vision Layout of board Fonts Contrast Consistency Use familiar symbols/words across all settings for generalization Keep a similar format for all boards Vision Layout of board Fonts Contrast

41. Supporting Activities Matching activities Sorting activities Sequencing activities Vocabulary review Writing activities Worksheets Responses Making your own books Assessment Matching activities Sorting activities Sequencing activities Vocabulary review Writing activities Worksheets Responses Making your own books Assessment

42. Making own books Fun and engaging activity Promotes language and communication skills Teaches books can be different: Shape and size have different parts (pages, cover, etc.) may contain pictures and writing Book skills Read left to right Written by author (Swenson, 1999, p.27) Fun and engaging activity Promotes language and communication skills Teaches books can be different: Shape and size have different parts (pages, cover, etc.) may contain pictures and writing Book skills Read left to right Written by author (Swenson, 1999, p.27)

43. Experience stories Incorporate a class experience Teaches concept of self and others “Written” using the experience Objects collected Tactile symbols created Pictures Songs Vocabulary Expand on a social experience Write the story together or share the story Incorporate a class experience Teaches concept of self and others “Written” using the experience Objects collected Tactile symbols created Pictures Songs Vocabulary Expand on a social experience Write the story together or share the story

44. Journaling & Home Books Develop memory skills and develop vocabulary Expand on language skills Answering questions Commenting Expand on writing skills Objects, tactile symbols, pictures, words, text Develop memory skills and develop vocabulary Expand on language skills Answering questions Commenting Expand on writing skills Objects, tactile symbols, pictures, words, text

45. Assessment Strategies Use meaningful activities Find ways to increase independence Assistive tech Design of the activity Teaching time vs assessment time Purposely change things and observe Invert letters, text, pictures, sentences Use meaningful activities Find ways to increase independence Assistive tech Design of the activity Teaching time vs assessment time Purposely change things and observe Invert letters, text, pictures, sentences

46. Assessment Create activities for assessment of your students’ skills and comprehension Answer questions about stories read Fill in the blank Post tests Alternate Assessment data collection Electronic data collection Create activities for assessment of your students’ skills and comprehension Answer questions about stories read Fill in the blank Post tests Alternate Assessment data collection Electronic data collection

47. Positive Literacy Outcomes Discover that books are fun Foster a desire to read Awareness that symbols represent meaning Understand that stories come from print Awareness of the structure of a story Hearing “book language” as different from “conversational language” Develop new vocabulary Learn book handling skills (Stratton, 1996; Newbold, 2002) Discover that books are fun Foster a desire to read Awareness that symbols represent meaning Understand that stories come from print Awareness of the structure of a story Hearing “book language” as different from “conversational language” Develop new vocabulary Learn book handling skills (Stratton, 1996; Newbold, 2002)

48. What now? Take one step at a time Use ready made and available resources Plan with the team Take one step at a time Use ready made and available resources Plan with the team

49. Thank You Resources Patricia.Weismer@perkins.org Resources Patricia.Weismer@perkins.org

50. Works Cited Koppenhaver, D. 2000. Literay in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16, 270- 279. Miles, B. 2000. Literacy for persons who are deaf-blind. Monmouth, OR: DB-LINK: The National Information Clearinghouse on Children Who Are Deaf-Blind. Miller, Cyral. 2001. What is the Expanded Core Curriculum for Blind and Visually Impaired Students? See/Hear. Musslewhite, C. & King-DeBaun, P. (1997). Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Communicating. Newbold, S. 2000. Emergent literacy for young blind children. Phoenix: The Foundation for Blind Children Koppenhaver, D. 2000. Literay in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16, 270- 279. Miles, B. 2000. Literacy for persons who are deaf-blind. Monmouth, OR: DB-LINK: The National Information Clearinghouse on Children Who Are Deaf-Blind. Miller, Cyral. 2001. What is the Expanded Core Curriculum for Blind and Visually Impaired Students? See/Hear. Musslewhite, C. & King-DeBaun, P. (1997). Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Communicating. Newbold, S. 2000. Emergent literacy for young blind children. Phoenix: The Foundation for Blind Children

51. Reading Language Arts: Shared reading. From the MCPS Early Literacy Guide. Retrieved April 29, 2005, from http://www.mcps.k12.md.us/curriculum/english/shared_reading.html http://www.mcps.k12.md.us/curriculum/english/shared_reading.html Spadorcia, S. & Sturm. (2001). Literacy Kits. Adapted from K. Erickson. Handout from Graduate Course: Emergent Literacy and Numeracy Instruction for Children with Severe Special Needs (ESPED 6127 Section 21). Lesley University, Cambridge, MA. 2003. Stratton, J. 1996. Emergent literacy: A new perspective. Journal of Visual Impairment and Blindness, 90(3), 177-18 Swenson, A. 1999. Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press. www.cast.org Reading Language Arts: Shared reading. From the MCPS Early Literacy Guide. Retrieved April 29, 2005, from http://www.mcps.k12.md.us/curriculum/english/shared_reading.html http://www.mcps.k12.md.us/curriculum/english/shared_reading.html Spadorcia, S. & Sturm. (2001). Literacy Kits. Adapted from K. Erickson. Handout from Graduate Course: Emergent Literacy and Numeracy Instruction for Children with Severe Special Needs (ESPED 6127 Section 21). Lesley University, Cambridge, MA. 2003. Stratton, J. 1996. Emergent literacy: A new perspective. Journal of Visual Impairment and Blindness, 90(3), 177-18 Swenson, A. 1999. Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press. www.cast.org