1. Engaging Interactions: Writing to Read for students who are deaf- blind or blind/VI with multiple disabilities Megan Mogan, CCC-SLP Getting in Touch With Literacy Albuquerque, New Mexico November 20, 2015

2. Outcomes Identify ways in which to correspond early communication and literacy goals with functional daily classroom activities. Learn how to implement a lesson-planning framework that considers using the unique background experiences and intense interests of the deaf-blind early communicator as topics of engaging literacy and communication interactions. Observe video, photo, and hard-copy examples of accessible literacy materials used within activities for students with a range of early language and communication needs © Mogan, 2015

3. NTAC Outcomes and Performance Indicators (OPIs) Learn strategies for implementing appropriate receptive and expressive language and communication throughout the day. (SP.07.e) Learn strategies for providing opportunities for emergent literacy learning throughout the classroom and throughout the day. (SP.12.c) Learn to provide opportunities for social interactions across a variety of individuals and environments (e.g., classroom, cafeteria, school yard). (SP.15.h) © Mogan, 2015

4. Session Overview: Writing to Read 1.Expanding the Definition of “Writing” 1.Literacy Across the Day 1.Writing to Read – Activity Examples © Mogan, 2015

5. What do think of when you hear the word “Writing?” © Mogan, 2015

6. “People hoping to enlarge literacy opportunities for people who are deaf-blind need to continue to invent ways to make literacy available. The possibilities are countless.” – Barbara Miles © Mogan, 2015

7. Christianson, K. © Mogan, 2015

8. Writing is the same as Sending Student sends communication to another person (Expressive) Partner sends communication to another person (Expressive) © Mogan, 2015

9. Expressive Communication Forms Unconventional Forms Body Movements Head turns Eye Gaze Actions on people and objects Conventional Forms Signals Gestures and Pointing Vocalizations Conventional, Symbolic Forms Pictures Photos Drawings Objects Partial Objects Sign Language Speech Braille Print © Mogan, 2015

10. Literacy Across the Day For students in self-contained classrooms… Instructional time is frequently lost to other activities such as repairing technology, moving in and between classrooms, toileting, eating, and attending therapies. (Koppenhaver & Yoder, 1993) © Mogan, 2015

11. 1) limited use of conventional communication forms 2) limited instructional time for a student with significant sensory, motor, and/or cognitive needs? Less time spent with meaningful Literacy Materials he/she can understand and share with others. © Mogan, 2015

12. Literacy Across the Day “Good Kindergarten Teachers read from at least 12 different texts a day!” (Pressley et al, 2001) © Mogan, 2015

13. Where do I begin? © Mogan, 2015

14. Consider Minimizing the Importance of Communicative Form as a Goal (Hagood) Many students who only know one form (such as speech or sign language) use them less for a restricted number of topics purposes partners Literacy Across the Day © Mogan, 2015

15. Consider Minimizing the Importance of Communicative Form as a Goal (Hagood) Less Abstract forms (gestures, objects, photos of real objects) more functional for many students more universally understood by partners Literacy Across the Day © Mogan, 2015

16. Instead, listen…….. To my hands To my movements To my touch To my pallor To my breathing For my laughter Christianson, K. © Mogan, 2015

17. Quick Activity (if time) Find your partner and choose a sender and a receiver. Position yourselves so the receiver’s back is to the screen (if possible) The Sender should be able to read the messages that will appear on the slides and then send those messages to the partner The receiver will write down 1) the form(s) being used to send the message 2) his/her best guess at the message © Mogan, 2015

18. Takeaways We need to become skilled “listeners” to our student’s many communication forms. Responding and Attaching meaning to the sender’s forms builds expressive communication…….and LITERACY! © Mogan, 2015

19. Let’s Shift our Focus… Use a student’s current forms to increase the number of contexts across which she can communicate (expanding skills) the number of people with whom he can communicate (building interactions) ….The amount of texts and higher forms he/she will eventually have access to! Literacy Across the Day © Mogan, 2015

20. Remember… We already have topics Chosen by the Student Hands-on High-Interest Experience-Based We already have a learning medium Multiple, preferred forms, with special attention to the sense of touch After a lot of INPUT and modeling in natural contexts Review © Mogan, 2015

21. Now Let’s get Writing! Make your own Library of Reading Materials to access all day long! – Student-centered – Age-appropriate – Familiar, Experience-Based – Written in understandable forms (with opportunities to learn new forms) – Opportunities for social interactions with others © Mogan, 2015

22. Making a Permanent Library – Tactile books – Story Boxes/Bags – Anthology collections – Tape Recorder – Single-Button AAC devices – Student-led Performances – Regular in-class readings (invite guest readers) – Bulletin Board displays “ BURP! Excuse me. ” President Obama reading aloud in a library © Mogan, 2015

23. Helpful Book-Making Materials Sharpies! Glue Gun! Post-It Notes 3 ½ x 5 notecards Magic Markers Paper (Braille, Copy, Lined, Cardstock, etc.) Ziploc bags and containers Pencils (for jotting quick notes on pages) Stapler 3-hole punch Tape Scissors APH textured paper APH braillable Label Sheets Foam Brailler, Laptop, keyboard Recording Device Velcro Mini Photo Albums Binders File holders Lo-Tech AAC devices © Mogan, 2015

24. Materials © Mogan, 2015

25. Where do I go? © Mogan, 2015

26. What should we consider our goals for “Writing” with students who are blind/Deaf-blind with additional disabilities? The student should be able to share (READ) his/her finished work at his/her highest level of independence with different people, at different times Someone who was not present for the writing activity/experience should be able to understand the student’s finished work © Mogan, 2015

27. Writing to Read Examples of Original Works Poetry/Chants/Melodies Experience Books Journaling Adapted Adapted Literature Literacy Skill Builders © Mogan, 2015

28. Years from Now "Although I cannot see your face As you flip these poems awhile, Somewhere from some far-off place I hear you laughing-and I smile." Shel Silverstein

29. Poetry, Chants, and Melodies Promotes Movement Crosses Cultures! Repetitive, Patterned Can use short phrases, single words, nonsense sounds, or just actions/movements Can “recycle” existing melodies and poems Caption: Student uses his body as an instrument during a movement-based chant © Mogan, 2015

30. Poetry/Chants/Rhythms Video and Audio examples © Mogan, 2015

31. Poetry/Chants/Rhythms Using Patterned Text http://www.pathstoliteracy.org/creat e-original-patterned-text © Mogan, 2015

32. Experience Books (Hagood, Pathstoliteracy.org) Acknowledges/Confirms student’s thoughts and ideas Connects and organizes people and events Builds relationships through writing together Establishes perspective needed to read and hear other peoples’ stories Develop identity (cultural or other) through creation of artifacts © Mogan, 2015

33. Experience Books (how to) 1) Have accessible, book- making materials available 2) Participate in a motivating student-centered experience 3) Observe your student and identify the parts of the experience that were important to him/her © Mogan, 2015

34. Experience Books (how to) 4) Collect artifacts or objects that remind the student of his/her favorite parts of the experience 5) Record the student’s favorite parts of the experience with the student, using his/her preferred mode of communication 6) Label the page(s) of the Experience book in permanent forms (print, braille) © Mogan, 2015

35. Experience Books (how to) 7) Read the book with your student (many times!) 8) Model how to share the book with others (include hints in the book for others to read in order to indicate how the student prefers to share his/her Experience Book) © Mogan, 2015

36. Experience Books Video and/or Audio Example © Mogan, 2015

37. Journaling Use a single word, piece of an object (with a print/braille label), an object in a plastic zip- baggie, an iPad app, a photo, a black and white line drawing Can bridge communication between school and home Makes you a little more creative and hands-on, so your student has something to journal about! © Mogan, 2015

38. Journaling Some Resources: School-Home Journals http://www.pathstoliteracy.org/school-home- journals Orientation and Mobility “Route” Journals http://www.pathstoliteracy.org/o-and-m- literacy-routes-journals © Mogan, 2015

39. Adapted Adapted Literature Take the concepts, ideas, and formats from stories, fables, and poems in the curriculum and re-write them with your students by using: – The students as the characters – The immediate classroom environment as the setting – Recent experiences and daily routines as the plot – Quality Learning Media to represent vocabulary and concepts from students’ own experiences. © Mogan, 2015

40. Adapted Adapted Literature Video and/or Audio Example © Mogan, 2015

41. Adapted Adapted Literature Reader’s Theatre Bark, George By Jules Feiffer I Ain’t Gonna Paint no More By Karen Beaumont Stone Soup Traditional folktale © Mogan, 2015

42. Making your own “tools” to develop tactile (or other) literacy skills Alphabet Books http://www.pathstoliteracy.org/strategies/motivating-older- adolescents-who-are-emerging-readers Tactile Alphabet Wall http://www.pathstoliteracy.org/accessible-communication- and-literacy-building-tactile-alphabet-charts Tracking Sheets http://www.pathstoliteracy.org/its-not-silly-me-literacy-and- communication-activities-students-visual-impairment-and- autism © Mogan, 2015

43. Remember Writing= Sending: Use your student’s current communication forms to WRITE original works she can share/read with different people at different times at her highest level of independence © Mogan, 2015

44. References Bloom, L.,& Lahey, M. (1978). Language development and language disorders. New York: Wiley. Christianson, Karen. “Intentional Communication.” Powerpoint Presentation, 2011. Hagood, Linda. Communication: A Guide for Teaching Students with Visual and Multiple Impairments. Austin, TX: Texas School for the Blind and Visually Impaired, 1997. Print. Hagood, Linda. “Paths to Literacy.” Writing CAN be Child’s Play: A Collaborative Writing Program for Children with Disabilities. Web. 17 June 2015) Miles, B. (2003 October). Talking the Language of the Hands to the Hands. Monmouth, OR: DB-LINK, The National Information Clearinghouse on Children Who Are Deaf-Blind. Musselwhite, C. (2001). AAC and Topic-Setting: Getting the Most Bang for your Buck. AACintervention.com. Retrieved from: http://aacintervention.com/home/180009852/180009852/tips/2001/08aug2001/topic%20setting.pdf © Mogan, 2015