to be used in conjunction

to be used in conjunction
Literacy Development for Learners with Deafblindness and Severe Disabilities PowerPoint Slides to be used in conjunction with the Facilitator’s Guide

Copyright © 2012, East Carolina University.
Recommended citation: Wilson, S., & Henderson, K. (2012). Literacy Development for Learners with Deafblindness and Severe Disabilities – A PowerPoint presentation for professional development. Modules Addressing Special Education and Teacher Education (MAST). Greenville, NC: East Carolina University. This resource includes contributions from the module developer and MAST Module Project colleagues (in alphabetical order) Kelly Henderson (Facilitator Guide Editor), Tanner Jones (Web Designer), Diane Kester (Editor), Sue Byrd Steinweg (Project Director), Bradley Baggett (Graduate Assistant), and Sandra Hopfengardner Warren (Principal Investigator).

Session Agenda Introduction Session Goals and Objectives
Types of Challenges faced by Learners with Deafblindness and Severe Disabilities Defining Literacy Reading, Writing and Communication

Session Agenda, continued
Accessibility Making it Happen Raising Expectations Summary Evaluation

Introduction This session will provide us a common understanding of literacy development and approaches to teaching literacy to learners with significant disabilities. Students who have cognitive and physical disabilities require support for even the most basic needs such as eating, going to the bathroom, and transitioning between activities and environments; this can make teaching basic skills challenging .

Introduction, continued
Yet, more attention is being given to the development of literacy skills for all students, including this learner who has significant support needs. Frequently, some perceive that learners with significant support needs are best served within a curriculum that focuses on functional life skills with only limited, if any, access to academic curriculum.

Learners with significant disabilities, such as deafblindness, may be thought of as being incapable of benefiting from literacy activities. But literacy skills such as reading and writing are functional life skills which provide lifelong opportunities for learning, sharing, and enjoyment for individuals with severe disabilities.

Exposure to literacy experiences and access to academic instruction are critical. We must regard all students as capable of learning and take a broader view of literacy. Rather than lowering expectations, we must challenge ourselves to find ways to grant all students access to literacy instruction and higher academic standards.

Session Goal and Objectives
The goal of this is to examine the need for literacy instruction in the lives of learners who have severe disabilities and/or deafblindness. It will explain why literacy is important, the various forms literacy might take, and what educators can do to help provide appropriate supports and strategies to build literacy.

Session Objectives, continued
Identify reasons why literacy is important for learners who have severe disabilities and/or deafblindness. Identify examples of what literacy might “look like” for learners with severe disabilities and/or deafblindness. Select examples of ways educators might promote the development of literacy for learners with severe disabilities and/or deafblindness.

Types of Challenges faced by Learners with Deafblindness & Multiple Disabilities
The needs of persons with deafblindness and/or multiple disabilities may differ significantly from person to person:

Types of Challenges, continued
Individuals may have any combination or degree of disability within the areas of intellectual functioning, fine and gross motor development, sensory impairment, communication needs, medical issues, and adaptive (self-management and social) skills. Learners may have partial sight, partial hearing, a total loss of one or the other sense, or a total loss of both senses.

Maintaining and generalizing skills across settings, people, and activities are likely to be difficult. Typically, these learners require ongoing and extensive support in order to achieve the quality of life that exists for people without disabilities. Educators must individualize and adapt instruction according to each learner’s personal strengths and needs.

Another challenge is the “limited life experiences” of learners with deafblindness and multiple disabilities Unlike learners with good vision who see people reading and writing for different purposes, those who are deafblind usually do not have opportunities to observe others reading and writing unless those experiences are specifically provided.

The focus for these individuals during the early years is sometimes more on health, safety and acquisition of basic skills. As a result, they may end up missing out on early literacy experiences, as well as the opportunity to express themselves using augmentative communication.

Learners are also affected by our expectations of them. If instructors value literacy and have higher expectations for learners with significant disabilities, they will be more likely to create the necessary adapted materials.

Although students with multiple impairments may not be able to access literacy in exactly the same manner as their peers without disabilities, we should still expect active and meaningful participation.

Types of Challenges, Activity
Using suggested “simulation activities” from the Chen & Downing book*, try some activities which involve identifying objects through active touch, identifying preferences in relation to types of touch, and communicating messages through touch. These activities are to help provide participants with valuable insight to strengthen their own interactions with individuals with deafblindness. One example follows: * Chen, D., & Downing, J. (2006). Tactile strategies for children who have visual impairments and multiple disabilities: Promoting communication and learning skills. New York: American Foundation for the Blind Press.

Types of Challenges, Activity continued
“Communicating Through Touch”: Participants pair up with another person to simulate interacting with someone who is blind. The “sighted person”, who does not speak, tactually expresses (1) a greeting (e.g., hello), (2) disapproval (e.g., stop that), (3) direction (e.g., let’s sit here), and (4) praise (e.g., great job). The person who is “blind” responds to the messages received through touch. After switching roles, participants discuss what they found easy or difficult to express or understand and share their reactions and insights.

Defining Literacy History of curriculum and assessment for learners with significant disabilities: A developmental model, focusing on prerequisite skills, was used in the 1970’s. This was followed by a functional life skills model, social inclusion, self-determination, and currently, access to the general curriculum.

Defining Literacy, continued
Several federal initiatives implemented between 1994 and the present specifically address literacy skills for all students. Extensions to the general standards are being created by states so all students can have meaningful and functional access to grade level standards.

Presently, educators are challenged to utilize instruction “that provides real-life activities within a meaningful context of academic learning” (Staugler, 2008, p.1). Literacy instruction for all learners is gaining in recognition and importance.

So what is “literacy”, and how does it apply to learners with multiple disabilities and/or deafblindness? What’s its importance for these students?

Often, people generally think of literacy as the symbolic systems of reading and writing. But not all individuals with significant disabilities will achieve formal literacy.

When we consider literacy for persons who have multiple impairments, we must expand our definition of reading and writing to include emergent literacy experiences, as well as different literacy modes.

Regarding broadening the definition of literacy: “Perhaps most essential is for those providing opportunities for and instruction in literacy to broaden their beliefs regarding literacy to include emergent skills regardless of the age or ability level of the student.

For example, skills such as learning to recognize the meaning of a picture or object, making marks on paper, and requesting more of a story by tapping on the page must all be considered literacy skills. Students should be recognized for their ability to demonstrate such skills, which serve as a foundation for more advanced skills” (Downing, 2006, p. 41).

Emergent literacy: Based on the belief that every learner, regardless of disability, is a developing reader. All behaviors and skills are important components of literacy development. Currently, a field of research devoted to emergent literacy considers reading and writing development from the learner’s perspective.

Literacy is important for developing and expanding communication skills, for increasing interaction with others, for sharing information with one another, and for exploring and learning about the world in which we live. Literacy is a functional life skill and an essential component for improving one’s “quality of life”.

Defining Literacy, Activity
Divide participants into small group. Designate a recorder and a reporter for each group. Each group reviews a copy of the state’s extended standards for reading and writing (e.g., North Carolina Extended Content Standards, 2007, 2008, Look through the standard extensions and consider how a student with deafblindness might demonstrate any of the access points at the pre-symbolic, early symbolic, or symbolic stages.

Reading, Writing and Communication
Literacy and communication are intimately intertwined: Communication within early life experiences serves as a basis for reading and writing. As everyday activities are labeled and described by family, friends, and teachers, language develops. Communication may be either symbolic (e.g., print, sign language, braille, pictures), nonsymbolic (e.g., body language, vocalizations, touch), or a combination of both.

Reading, Writing and Communication, continued
But, language is always symbolic. Therefore, opportunities for communication throughout daily routines and experiences are extremely important to the development of language and literacy. Are there opportunities for the learner to communicate? Is there a need for the learner to communicate? Are the learner’s expressions received and valued?

Learners with multiple disabilities need to be active communication partners to promote the development of language and literacy.

Individuals with significant disabilities and/or deafblindness should be encouraged to participate in a variety of life experiences. They must be assisted or encouraged in exploring, discussing, and reading about varied experiences. If photographs are taken and objects are collected that represent materials seen, heard, smelled, tasted, or felt during an activity, these items may be used at a later time to further communicate about the experience.

Items collected will also provide necessary materials for meaningful literacy activities. For example, learners may be assisted in recalling an experience by feeling the representative materials which are put in the form of a tactile book or remnant book. Labels for selected items and experiences need to be taught, and a dialogue surrounding these experiences should be generated.

A milestone for both literacy and communication is when a learner begins to demonstrate that he understands that people, places, items, and actions have names that can be used to refer to them. Using an adaptation such as a remnant book, the item or photo collected, displayed, and experienced becomes the message to be “read”; and when the message is selected and shared with another, the message is then “written”.

This “reading” and “writing” activity needs to be reciprocal. Learners should be assisted in participating as both an initiator and as a responder during these interactions. These experiences are not something to be done “to” a person with disabilities, but rather “mutually shared” to stimulate growth. Literacy, like communication, begins as individuals learn about the world around them.

Another step toward literacy and communication is the use of visual or tactile signs: Use sign language/gestures to identify people by name, including the individual with disabilities. For those learners who understand objects best, a learner’s hand may be guided to a common item (e.g., watch, bracelet, ring) worn on a daily basis by his communication partner, so he may identify or recognize this person.

Other life experiences such as eating, bathing, story time, going on a community outing, and playing outdoors are rich opportunities for literacy and communication development.

Learners with severe, multiple disabilities and/or deafblindness need to be exposed to literacy experiences in ways that utilize their individual receptive (input) and expressive (output) capabilities.

This may be accomplished through a number of different communication systems depending upon the learner’s individual strengths and preferences, for example: nonsymbolic communication, use of objects or pictures, sign language, tactile systems, verbal communication, augmentative and alternative communication.

For many, particularly those learners who have vision and hearing loss, touch is extremely important. The hands of a person who is deafblind function as tools (for work, play, self-care), as sense organs (to compensate for vision and hearing loss), and as voice (to express self). Learners should be encouraged to become interested in what their hands are touching. What these learners are touching or doing with their hands can be a potential topic of interaction.

Examples of approaches to expose learners to literacy experiences: “Tactile conversations” “Hand-under-hand” Nonsymbolic communication Augmentative and alternative communication Use of objects, pictures, print/braille, electronic devices

“Tactile conversations” are encouraged by touching and exploring items jointly with the learner. Because the experiences of a person who is deafblind are so different from others, hands-on exploration is necessary to make literacy meaningful. During hands-on exploration, the communication partner should position his or her hand or hands beneath or alongside the learner’s hands as they feel the materials together.

The “hand-under-hand” approach allows for both parties to share in the experience and is less intrusive and controlling than putting the other person passively through the motions by using hand-over-hand assistance with him or her. Learners should also be encouraged to feel their partner’s hands while their partner is engaged in a variety of activities that involve feeling, smelling, exploring, manipulating, and demonstrating function of items. More specific examples are found in the DB-LINK publication written by Miles (2003), “Talking the Language of the Hands to the Hands”. Book shown: Geraldine’s Blanket by Holly Keller, adapted for tactile illustration, American Printing House for the Blind.

Braille may be added to tactile pictures and pages in a remnant book to expose readers with low vision to words, just as individuals with sight are exposed to print.

In addition, hands can be quite expressive. Hands may be used to greet, to praise, to show disapproval, to give direction, to convey feelings, to request, and to gain attention. These expressions may be conveyed through touch, gesture, or sign language. Sign language may be visual or tactual, during which the learner’s hands rest upon that of his or her partner’s.

Nonsymbolic communication may be appropriate for learners who do not yet associate a symbol
object, picture, texture, spoken word, gesture, or manual sign) with a referent.

Nonsymbolic expression may be
visual (e.g., eye gaze), gestural (e.g., extended hand), tactual (e.g., touch), vocal (e.g., crying, laughing), through body movement (e.g., withdrawing, eye gaze), through facial expression, and/or physiological changes (e.g., alertness).

Those interacting with individuals communicating through nonsymbolic means need to be sensitive and responsive to behaviors that may serve a communicative function (e.g., student looking toward the computer may signal his desire to use it).

Assigning meaning to a learner’s behavior and responding consistently each time it occurs facilitates communication development and interaction.

If a learner’s communication attempt results in something that meets his or her needs, or gives him or her some control, it is more likely the behavior occur again. This cause and effect interaction is an early form of literacy.

Nonsymbolic and symbolic communication overlap, as symbols are introduced. A multimodal approach utilizing graphic (aided), gesture (unaided), and voice/sound may increase a learner’s communication system.

Examples of these three modes of communication include:
Vocal Communication production of sound - crying/laughing (any sound output) - verbal speech Aided Communication - objects photographs - line drawings - written/brailled letters - voice-output augmentative communication device - computer Unaided Communication body movements - gestures - manual sign

Symbols may be used to signal the beginning of an activity within a learner’s daily routine (e.g., two fingers brushing left palm inwardly may signal time to eat or placing a sweatband on right wrist may signal time for walk).

Introduced consistently day after day, individuals will begin to connect the cues and signals/symbols with specific activities. This may lead to the anticipation and, eventually, initiation of a routine. Later, objects associated with the routines may be used for learners to make choices or requests.

As understanding increases, students may transition from communicating with whole objects to using parts of objects and picture or tactile symbols, or from using general body language to more intentional gestures or sign language.

Augmentative and alternative communication (AAC) systems
AAC may be used if a learner has limited or no speech. It may also be useful in settings where other people are not familiar with sign language or an individual’s idiosyncratic communication style.

AAC systems, continued It may include objects, pictures, electronics, or any of the other forms listed previously. Use of objects assists learners with visual impairments and those who do not yet understand more abstract symbols such as pictures or print.

Object choice board: Learner uses hand to scan choices left to right.
Object symbols book: Objects may be positioned on cover to reduce number of choices.

AAC systems, continued Literacy experiences may:
utilize objects within tactile books; present a learner with a choice of activity by Velcroing objects to a book or board; and use objects to represent activities and locations. These may be sequenced in a calendar box so an individual can learn to “read” and follow a daily schedule. For detailed instructions on making and using calendar boxes, refer to Robbie Blaha’s book (2001) Calendars for Students with Multiple Impairments Including Deafblindness.

These are objects which are presented in a learner’s hand prior to a transition in daily routine.
This is an example of one form of object schedule: “First lunch, then computer”.

AAC systems, continued Representations may be visual, auditory, or tactile. Photos or line drawings may be selected depending on a learner’s cognitive ability. Photos may sometimes function as a bridge between the use of actual objects and the use of line drawings, which then generalize across activities and settings.

AAC systems, continued Pictures may be arranged on Velcro boards, in books, as a set of cards on a ring or lanyard, within a study carrel, and on a placemat. Pictures may be used for choice-making, reading and following a picture schedule, answering questions about a story, following a picture recipe, and for communication and social interaction. Students may “read” and “write” using pictures.

AAC systems, continued Texture may be added for those who read with their hands. If using pictures, particularly with a student who is visually impaired, consideration needs to be given to size, color, and contrast. In addition, photos need to have an uncluttered background.

These are examples of choice boards in picture and object form, which are used during community outings at the public library.

These are examples of photos used for choice-making and communication which are displayed on the wall for easy access. The material to which they are Velcroed is similar to fabric used as headliner in a car, which may be purchased at a fabric store or salvage yard. The photos on the right were taken against a solid background and those on the left had the background digitally removed to reduce background clutter and distraction. It would be recommended to add a printed label to each picture so the learner is exposed to print and so communication partners use the same terminology when referring to each picture.

This example shows an individual’s picture schedule using line drawings and a “finished” pouch. Mayer-Johnson Picture Communication Symbols® are used here.

Picture communication book: Pictures may be positioned on the cover as an individual learns to discriminate between pictures. Mayer-Johnson Picture Communication Symbols® are used here.

AAC systems, continued A wide variety of electronic devices offer persons with multiple disabilities the opportunity to have a “voice”. Devices that provide synthesized speech allow learners to express themselves by activating the device through direct touch or by using a switch. Pictures or tactile symbols may be displayed on the device so when an individual touches or pushes a symbol, the device will speak a related message.

AAC systems, continued For those with limited physical movement, scanning devices may be used where the touch of a switch positioned near a body part activates a light under a symbol. The switch is pressed repeatedly to move the light until the desired symbol or message is reached. Those with visual impairments may utilize auditory scanning so they can hear the options as the device scans.

AAC systems, continued Computer adaptations may include:
the use of a switch, touch screen, or alternative keyboard. tactile symbols which may be mounted on alternative keyboards for those who read with their hands. the use of braille software and printers.

This is an example of a voice output augmentative communication device (e.g., CheapTalk 8 from Enabling Devices). The background of the Mayer-Johnson Picture Communication Symbols® may be colored according to a student’s visual need or preference. For students who require tactile symbols rather than pictures, an overlay with only printed words on it may be used with tactile symbols glued to each square of the overlay. The individual would feel and press the texture for the device to speak a message so others could hear.

AAC systems, continued Assistive technology helps to make traditional communication and literacy materials accessible to students with multiple disabilities. Miles (2005) states, “Literacy never exists in a vacuum. People read and write for many purposes, most of them social” (p.3). People with severe disabilities, including those who are deafblind, should be exposed to these same social opportunities.

AAC systems, Activity Create an adapted book- Each participant is to make an adapted book for an actual learner with multiple disabilities or deafblindness that he/she knows or for a learner who attends the local school system: The book may be a tactile book made from materials based on something the learner experiences, a purchased book which is adapted for reading pleasure, or a book (adapted or made from scratch) made to support a topic being taught in the classroom.

AAC systems, Activity, continued
When making the books, consider (1) the vocabulary they are going to target, (2) the symbol system best suited for the learner (objects, texture, print, braille, pictures), and (3) the best way to read the book with the learner (e.g., hand-under-hand feeling objects, spoken word, sign language, etc.).

Accessibility Learners with significant support needs face a combination of physical, cognitive, and/or sensory impairments. Paper, pencils, and textbooks are inadequate tools to support their active participation in literacy activities. Materials and environments should be adapted, sometimes extensively, for these learners to have access to the same content standards and curriculum as their non-disabled peers.

Accessibility, continued
Exclusion of these learners from literacy activities is not an option! Like those made for communication systems, adaptations such as pictures, objects, photos, texture, print, and braille can be used for literacy materials. Objects may be used initially to help learners associate the pictures with actual items.

Pictures should meet student needs, taking into consideration: the appropriate size, simplicity (no clutter), use of color (color coding, student responsiveness), and contrast (black/white or black/yellow for high contrast).

Sign language (labeling the pictures) should be utilized as a book is read to a learner who is deaf or hearing impaired. The following slides show various examples of adapted books using pictures for reading and receptive language.

The paperback book, Who Will Help
The paperback book, Who Will Help? By Rozanne Williams, from Creative Teaching Press, has been adapted in the photo above by adding two Mayer-Johnson Picture Communication Symbols® per page. The noun “apple” remains constant throughout the book, while the verbs change. For an individual with low vision, the words may be signed tactually, acted out, and/or a real apple may be explored with the hands. This book was selected because of repetitive phrases. These phrases were recorded on a voice-output augmentative communication device for a student to activate to “read” at the appropriate time in the story.

This photo is of the book, Little White Dog by Laura Godwin, which was adapted in a similar fashion as the previous one using Mayer- Johnson Picture Communication Symbols®. However, the focus of this book is on identifying colors and animals as the book is read. This book was cut apart so pages could be put in plastic sleeves, stiffened with tagboard, and placed in a three-ring binder for durability.

The book, Mouse Paint by Ellen Stoll Walsh, was cut apart and adapted by placing construction paper behind the pages of the book. Students can match color cards to the colored pages as the mice in the story play in the various colors of paint.

The book, The Four Seasons by Rozanne Williams, was adapted by adding a strip to the bottom of each page which displays print with Mayer-Johnson Picture Communication Symbols®. Additional pictures are given to the learners so they may form sentences by matching the pictures to those on the strip, as these are read. The pages in the book were laminated for durability.

The pages in this student-made book were reproduced from the MEville to WEville curriculum by Ablenet. Students selected pictures based on their preferences to tell a story. Those with significant visual impairments might use packaging from their favorite foods to glue to the pages in order to read object or tactile symbols.

This is an example of a class-made book
This is an example of a class-made book. Students each made their own page to add to the book using their handprints and choosing Mayer-Johnson Picture Communication Symbols® to state what they like to do. For students with visual impairments, handprints could be made from puff paint so they can feel the various handprints as classmates are named and the book is read. Student made books could be used at any grade level by using content that involves age-appropriate interests and topics.

Pages for this book were downloaded free from the Adapted Learning web-site, Pages were laminated and bound. The content of this book is U.S. history and would be appropriate for older learners. Mayer-Johnson Picture Communication Symbols® were printed to reduce content from each page to a two-picture sentence (e.g., “We live in”, “the United States”). A prop was made by copying the U.S. picture from the page and laminating it with heavy laminate. It was cut out so that students could manipulate it and “feel” the shape of the U.S.

For learners with low vision or significant cognitive disability: Books may be illustrated with objects or partial objects which feel like the items with which the learner comes into contact during a targeted activity (e.g., piece of chain for swinging, sprig from a bush for outside).

Tactile symbols and texture may also be used depending on the abilities of the learner. The Texas School for the Blind & Visually Impaired (TSBVI) web-site, is a resource where tactile symbol systems are described and pictured. A book’s pages should include text for a partner to read.

Print size should be considered for those with vision, and braille for those with low vision, even if they cannot yet read it in a traditional sense. Select basic concepts within the book and keep the printed text simple. Partners should also consider the use of facial expression, gesture, or sign language while reading or discussing a book.

This is an example of a page in a tactile book. Print is displayed
This is an example of a page in a tactile book. Print is displayed. A sentence written in braille may be added for a student with low vision. A piece of chain is used to represent the chains which a child holds onto while swinging. Sign language for key words may be included for reading partners using a multimodal approach to communicate. The Signing Exact English illustration is from Gustason, G., Pfetzing, D., Zawolkow, E., & Lopez, L. (1993). Signing Exact English. Los Alamitos, CA: Modern Signs Press.

The book, Fish Eyes by Lois Ehlert, has been adapted in a three-ring binder, similarly to some picture books shown previously. This book is used within the content area of math. Colored, plastic fish have been Velcroed to each fish on the page so students may pull them off or put them on as they count with their reading partner. For learners with low vision, tactile signing may be used while counting the manipulatives.

The book shown on left is a teacher-made tactile book filled with various textures inside.
The book, That’s Not My Bear by Suzette Wright, shown in photo at right, is adapted with texture and braille and published by the American Printing House for the Blind (

Age-respectfulness is an issue of dignity, especially as students get older. Students at the middle and high school levels should have topics (including the content areas of math, science, and social studies), music, and pictures appropriate for their age group. Adapting books, magazines, and textbook materials allows one to use age-appropriate topics while simplifying the information and focusing in on the basic concepts targeted for a learner.

Newspaper articles may be used with high school students as they study current events. The article here is summarized in one word. (Photo provided by Andrea Zody)

A student may select pictures from magazines about which to talk or write. As sentences are written by a partner, the student with disabilities may be given word/picture choices to complete the sentences. (Photo provided by Andrea Zody)

A student may use a keyboard to type written work (alternative keyboards can provide large print or photo representations) or a partner may type/write down what is expressed. (Photo provided by Andrea Zody)

In addition to books, students should have access to literacy in other formats as well. Learners may be taught to follow picture/tactile sequences for daily routines, grocery lists, and recipes. Menus from favorite restaurants can be adapted in advance so learners can make their own choices when they eat out with their families. Some restaurants do have picture menus upon request.

Voice-output augmentative devices may be used for learners to speak and hear sequenced steps of a task, such as food preparation or art projects. Writing is the expressive form of literacy. Experimenting and playing with a braillewriter might be considered as “doodling” in braille.

Adaptive writing tools for learners with physical impairments include: special grips for pencils, a writing bird (a tool that looks like a bird upon which a student rests her hand as she moves hand across the paper), a universal cuff (splint fastened around hand which holds a pencil for the learner), address labelers to stamp names to papers, stencils, devices for typing print or braille, and adaptive scissors for cutting out pictures to glue to paper as means of “writing”.

The photo above is a fourth grade writing assignment
The photo above is a fourth grade writing assignment. Students wrote sentences about a topic, then sequenced their sentences to put their stories together. This student read 2” x 2” pictures rather than words. She cut out her picture choices with adapted scissors and glued them to each strip. Her partner filled in the printed words to form the sentences. Once the story was assembled, it was recorded on a voice-output communication device so the student could read her story to the class when it was her turn to share.

Musselwhite & Wagner (2001) suggest poetry as another form of literacy
Musselwhite & Wagner (2001) suggest poetry as another form of literacy. Shown left is an example of one of the recommended poetry styles, a 3 x 3 poem, formed by Velcroing Mayer-Johnson Picture Communication Symbols® or Symbolstix symbols from N2Y, Inc.® to a chart to write about a lesson on government. This is a writing tool that could be used across grade levels.

An example of how literacy and math might overlap: Collecting and analyzing data is a math content standard at a variety of grade levels. Depending on the literacy topic that day, students select two or more items (in picture, object, or texture form) about which to survey other students and staff. Students who are nonverbal use voice-output augmentative devices, such as Ablenet’s Step-by-Step with Levels (pictured here on the right), to survey people around the school. Those being surveyed follow the instructions given by Velcroing a poker chip to the board beneath their choice. When students return to the classroom, they count, graph, and report their findings using the voice-output devices. The idea for this activity came from the Unique Learning Systems literacy curriculum, N2Y, Inc.®.

Journaling is another form of literacy
Journaling is another form of literacy. This photo of a remnant book is a simple form of home-school communication. In one pocket, the student takes home a tangible item along with a printed sentence about something he or she did that day, to share with the family. Another pocket is provided so the student may bring something back from home that represents what he or she did the night before.

Literacy can occur at mealtime
Literacy can occur at mealtime. Shown here are Mayer-Johnson Picture Communication Symbols® sealed within heavy lamination to form a communication placemat. Learners may point to pictures during the meal to request more or indicate when finished, or they may pull off pictures Velcroed to the mat to hand to an adult who can assist them.

Even games can provide opportunities for literacy
Even games can provide opportunities for literacy. Two plastic disposable lids held together with a brad serve as a playing card holder for a student with limited motor ability. The game of UNO™ serves to teach color and number recognition, matching, and turn-taking. Card games may be played with cards that are tactually marked.

Bingo can be adapted by providing a switch and spinner for those with physical limitations and using pictures or textures to match literacy concepts related to the learner’s grade level content. These pictures and sheets happen to be provided within the UNIQUE Learning System curriculum, N2Y, Inc.®. The AdaptedLearning.com website also has a variety of educational materials like this that may be downloaded for free.

This is an example of an actual menu that was adapted with photos inside prior to going on a community-based instruction trip to a local restaurant. Students were able to place their own orders by pointing to desired photos.

Adaptations for literacy are only as limited as one’s creativity. Some examples include: Story “boxes” or other props to supplement a story, giving students additional hands-on exploration and learning (Miles, 2005). Page fluffers (e.g., a piece of foam under the edge of each page, a large paperclip on each page) help separate the pages of a book, making them easier to turn.

Large paperclips are used in this photo as page fluffers to help separate the pages for easier turning.

Stories may be provided on tape, CD, or computer. There are a number of websites with stories online. Voice-output augmentative devices may be used to “read” repetitive parts of a story, lines or pages of a story, directions for a game or activity, or spelling words.

This is a teacher-made book that makes use of props
This is a teacher-made book that makes use of props. It has print and a sentence in picture form on each page that students can Velcro in sequence. It also includes pictures glued to a thick piece of foam that may be removed and handled for added interaction with the book. Tactile props could be used instead of/in addition to picture props.

This photo is an example of an assistive device from Enabling Devices, called a “Book Talker”, that reads each page aloud when a designated hot spot is pushed. This book has a bright red circle on each page to designate that spot. For students with low vision, tactile dots (e.g., Velcro, felt, etc.) could be used.

Adaptations may be necessary within the environment as well. Lighting, noise, and temperature affect a learner’s ability to maintain attention and focus. Books of interest to learners should be made accessible within the environment. As individuals gain more of a sense of control over their environment and over literacy, interest and learning will grow.

Accessibility, Activity on Adaptations
Consider ways to adapt a classroom game, book, or academic lesson appropriate for the age or grade level you teach or are most familiar with. Use one or more of the approaches discussed and shown.

Making It Happen A learner’s first attempts at reading must be positive for success to continue. Frustration at not being able to access something of interest might result in a negative experience and the individual may stop trying. To insure initial attempts are successful, books and materials must be made accessible through adaptations and proper positioning of the learner.

Making It Happen, continued
Connecting hands-on exploration and literacy experiences to a learner’s interests and preferences will increase the likelihood of the learner being actively engaged. Examples include: a remnant or photo book to document an enjoyable and meaningful experience, relating vocabulary words to personal interests and incorporating them in other activities throughout the day,

incorporating interests and preferences into low interest topics such as preferred colors and familiar items from home, giving learners choices throughout the literacy experience- allowing them to choose topics about which to read or write, the place where they want to read or write, and which writing instruments and materials they’d like to use, and/or

making reading interactive so that individuals are actively engaged and not just spectators- the social aspect of reading can be very motivating. Literacy opportunities need to be provided on a regular basis. Reading and writing activities should occur daily. Books should be made available for individuals for read and re-read visually and/or tactually.

Time and materials should be provided for independent play such as: scribbling, writing in shaving cream or other textured substances, playing with playdough, forming shapes or letters with wiki stix, stamping letter stamps to paper, or using magnetic letters.

Props for stories may be collected and stored in a box that learners can explore. Reading occurs in many ways. For example, reading occurs when a learner: checks his or her personal schedule before the next activity, follows a picture or tactual sequence to complete a task,

matches the picture or tactile symbol being carried to the identical symbol located at the door of the room to which he or she is going, or routinely puts materials away in a labeled bin.

Symbols label various environments (e. g
Symbols label various environments (e.g., office, gym, music room, library, etc.). Tactile symbols are added and braille is adhered below the printed word for those with low vision to feel. Students match the symbol they are carrying to the one on or by the door.

Writing occurs in many ways, such as when a learner: stamps his or her name to their paper using an address labeler, or hands a symbol to a communication partner to convey wants.

These are all activities that can take place frequently and routinely throughout a learner’s day, providing multiple literacy opportunities naturally. Learners with significant disabilities and deafblindness respond positively to routines. They acquire skills more easily when those skills occur as part of a natural routine.

Raising Expectations One method of providing literacy instruction is through the use of thematic units. Connecting all content areas (e.g., reading, writing, math, science, and social studies) to a single theme or topic “enhances student understanding by creating opportunities for skill synthesis, generalization, ongoing practice, and increased attention to cues” (Cooper-Duffy et al., 2010, p. 33).

Raising Expectations, continued
Themes should utilize high interest materials and activities. Content and ideas need to be age-respectful.

Examples of literacy instruction through a theme of travel: Students read about various forms of transportation using pictures, words, tactile symbols, and/or objects. They write, describing something they have seen, heard, or felt while using a particular form of transportation.

For math, they might count and add model cars. During science, they may explore the concepts of fast and slow through an experiment. A social studies lesson might explore the use of maps and involve acting out travel by following a visual or tactile map, to locate various landmarks within a building.

Key vocabulary and concepts would be targeted for use within the various content areas. Vocabulary would be presented in print, sign language, picture, braille, tactile, and/or object symbols depending on the needs of the students. Use of themes can help to make literacy interesting and fun while still working on both academic and functional skills!

Another effective way to plan for literacy instruction is use of a collaborative team approach. Team members, including general education teachers, special education teachers, paraprofessionals, support service personnel, and family members, have ideas and skills upon which to draw.

The team develops IEP goals for a learner based upon his or her strengths, needs, and interests, aligning goals with state standards or content standard extensions developed to make general education curriculum available to all learners. Students then work on individualized goals within the framework of literacy activities. Use of differentiated instruction allows students of various ability levels to participate in the same literacy activity while working on their own personal goals.

On the next slide is an example of a student support outline planning form which illustrates how a general education literacy activity might be adapted for a learner with significant support needs.

Student Support Outline Student Participation & Modifications
Student: K. Classroom: 5th Grade Year: Classroom Activity Student Participation & Modifications IEP Goals Materials/ Equipment/Position General Ed. Composition: After reading a story which is stopped short of the ending, students will be asked to be creative in writing their own ending to the story. Special attention is to be given to descriptive words. Since K. does not read or write in print and is non-verbal, she will use pictures (2”x2”, high contrast, black line drawings on yellow paired with print) to make choices of what to write about and the specific descriptive words to use. She’ll use adaptive scissors to cut out the pictures to glue to paper. Given hand-under-hand assistance, she may be assisted in writing some words in between pictures to make sentences. She is to sign her name on her paper using her name stamp. When it is time to call on students to read their stories, K. will use a Step-by-Step voice-output device to read the sentences in her story aloud. Identify and use name stamp Increase picture vocabulary Improve comprehension and attention to task Increase expressive communication skills (choice-making) Improve fine motor skills and functional use of tools (scissors, glue, pencil) Demonstrate appropriate use of assistive technology, speaking when appropriate Name Stamp Folder with paper and Mayer-Johnson Picture Communication Symbols® Art Bag with writing instruments and glue Tabletop scissors with rubber mat to stabilize Step-by-Step voice-output device K. will be seated in her wheelchair at a table of the appropriate height

In a collaborative team approach, the special education and general education teachers collaborate and adapt each lesson with an individual student’s goals in focus. All students, including the student with multiple disabilities, work on activities linked to state standards for reading (receptive language) and writing (expressive language).

Once a student’s IEP goals are identified, systematic instruction should be planned so the important skills (e.g., identifying objects or vocabulary, signing, stamping name to paper, using a voice-output device to read repetitive lines, using writing tools, etc.) a learner needs to master during literacy instruction can be embedded into daily lessons. When systematic instruction is used, the same set of procedures is used repeatedly on a continuous basis, to teach a specific skill or piece of information.

To teach targeted skills, some type of prompting system may be selected. Prompting systems provide students who have severe disabilities with supports necessary to carry out tasks, but not to such a degree that the student is not challenged Examples of such systems include: “least to most” or “most-to least” prompting, time delay, and graduated guidance.

Systematic instruction is data driven in order to determine if progress is being made and to decide what steps need to be taken next. Data may also be used to determine progress within the extended standards. It is a teacher’s challenge to ensure that all students have access to high academic standards.

“A key aspect of this work is creativity and unwavering persistence.”
(Giangreco, 2006, p.24).

Raising Expectations, Using a Student Support Outline Activity
Review the following scenario of a student with severe disabilities/deafblindness in a general education class for language arts. Complete a “Student Support Outline” for this student, detailing modifications and adaptations the student might need to participate in the same activity as his peers.

Using a Student Support Outline, continued
Scenario: B. attends a 5th grade language arts class with his peers and truly enjoys being around his peers. B. can scribble on paper but does not imitate marks. He is able to visually track people moving around him and can see 2”x2” black and white line drawings paired with print if he holds them just right. He startles to very loud, sudden sounds but is not able to hear someone speaking to him.

Using a Student Support Outline, continued
B. has a vocabulary of approximately 35 signs. His individual goals include increasing his picture and signing vocabulary, improving use of fine motor skills, and completing tasks with greater independence. His class has been studying about current leaders within the community, state, and U.S. They are going to be writing letters to their senators next week expressing something of concern to them. B. is invited to write a letter as well. The class will be working on these letters over the span of the next week.

Summary Learners with severe disabilities and/or deafblindness are faced with many challenges, but teachers do not need to be one of those barriers. These learners will know of many experiences only if given the opportunity to explore beyond arms’ reach.

Summary, continued It is critical to make good instruction accessible, given the nature of these learners’ significant disabilities in areas such as understanding what a teacher is saying, accessing writing tools, seeing texts, or attending to lessons. We should maintain high expectations and a belief that all learners can and do benefit from literacy instruction, whether or not they acquire a more abstract language system.

Summary, continued For individuals with significant disabilities, effective instruction should be individualized and include consistent routines, clear expectations, motivating experiences, active participation, and opportunities for communication. Materials and environment should be made accessible through adaptation and supports.

Summary, continued With creative and individualized support, these learners can begin to make sense of the world around them. Literacy is a functional skill that results in an improvement in “quality of life” for them, and for us, as we learn from each other.

Summary- Video activity
Watch the video at . Discuss the characteristics of activities and materials identified by the mother as key to her son’s developing literacy. If this child entered your classroom today, what do you feel you would need to know about this boy as a learner that would enable you to provide him with quality literacy experiences?

Focus and Reflection Questions
Define literacy for a student who is deafblind and/or has severe, multiple disabilities. Explain why literacy is important for learners who have severe, disabilities and/or deafblindness. Describe what literacy might “look like” for learners with severe disabilities.

Focus and Reflection Questions, continued
Provide examples of ways educators might promote the development of literacy for learners with severe disabilities and/or deafblindness. Brainstorm various ways literacy may be incorporated into a student’s daily routine.

Focus and Reflection Questions, continued
If a student with severe disabilities and deafblindness entered your classroom, what things would you want to know or find out about this student as a learner that would enable you to provide him or her with quality literacy experiences?

Application and Extension Activities
A list of companies that sell adaptive equipment follows. To gain awareness of the types of equipment available to support learners, view these companies and their products online. Note that not all equipment needs to be purchased- there are many adaptations that can be made from everyday materials!

Application and Extension Activities, continued
Select two items from each catalog and tell how those items might be used within academic instruction for learners with deafblindness/ multiple disabilities. Also provide two examples of items you might produce yourself if money was in short supply.

Abilitations, Ablenet, APH: American Printing House for the Blind, Attainment,

Don Johnston, Enabling Devices, Mayer-Johnson, SammonsPreston,

A list of website for organizations and resources on deafblindness is at . Look at one of the sites and report on the approaches or materials promoted on these sites and how they could impact literacy for children with deafblindness and multiple disabilities.

Self-Assessment A self-assessment with response feedback is available at Participants may take this assessment online to evaluate their learning about content presented in this module

Session Evaluation A form for participants to evaluate the session is available in the Facilitator’s Guide.

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