Dual Media- When Braille and Print Come Together
Dual Media- When Braille and Print Come Together 1 Times have changed… Previously… either print or braille. Now… some learners benefit from both print and braille 2 Functional Vision Assessment Learning Media Assessment Determination of Learning Media 3 Functional Vision Assessment Determine current level of visual functioning in school, home 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 4 Learning Media Assessment General and Ophthalmological Information Functional Vision Assessment Background Information Use of Sensory Channels (5) Reading and Writing Assessment Literacy Tools Summary Recommendations Recommended yearly or after change in vision 5 Learning Media Assessment Resources Learning Media Assessment, TSBVI California School for the Blind http://www.csb-cde.ca.gov/ Western Pennsylvania School for Blind Children; LMA Tom Miller, Perkins; Presentation on LMA 6 Literacy tools fluency stamina Reading Assessment Level of independent and instruction; Reading rate print size comprehension 7 copying boardwork speed Writing Assessment keyboarding handwriting 8 Print Size and Font Newspapers and books: 8-12 pt. font APH defines large print as 18 pt or larger (APH, Kitchel) APHont: Researched and Free! http://www.aph.org/products/aphont_get .html 9 Magnification vs. Large Print Magnification • Improved Reading Rate and Skills • Independence • Unlimited materials Large Print • • • • Reliant on others Limited materials Cost Challenges with enlarging charts/ pictures 10 Characteristics of Dual Media Learners Degenerative eye conditions Field restrictions Demonstrate ability to tactually discriminate shapes Reading rate and fluency are below peers Challenges of Dual Media Service delivery Coordination of literacy instruction Integration of braille and print in classroom Materials Sometimes getting the Team on board 12 … but it is so worth it! 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 13 Service Delivery How often should instructional sessions occur? How long should the sessions last? Who will provide the instruction? Who designs the program and materials? How will progress be monitored? 14 Kevin ROP; 20/200; Unstable LMA (LP-P; B-S) 4th grade- Shiloh (Naylor) Sighted Peers (Spring, Hasbrouck and Tinsdale, 2006; 123-180 wpm) Regular Print 53 wpm 2x Bar Magnifier 79 wpm CCTV 90 wpm 15 Emi Instruction • Albinism ; 20/300; Stable • LMA (LP-P; B-S) • 3rd grade Assessment Planning Format DIBELS Date Rate Large Print (18 point) with addt’l magnification Braille Grade 2 (Cluster 38) 1/2010 4/2010 1/2010 4/2010 61 wpm 112 wpm 38 wpm 62 wpm Target for 6/2010 DIBELS 110-130 wpm 60-80 wpm 16 Beck (grade 3) Optic Glioma; field loss; 20/400-20/500; unstable LMA (B-P; P-S) Hasbrouck and Tindale (2006): Spring First: 53-111 Winter Second: 72-125 wpm Winter Third: 92-146 wpm Format DRA Large Print Braille Braille Braille Grade End First End First Mid Second Mid Third Rate 53 wpm (36 point) 29 wpm 67 wpm 97 wpm 17 Integrating Braille Include braille from the beginning Begin with simple tasks Alter task expectations Add braille to large print books/papers Make it meaningful Make it motivating 18 Word Study Ideas 19 Word Wall Book • Trick words • Classmates • Dolch words • Braille/lp 20 Wilson Trick Words Ring 21 Then add a little braille… 22 23 What if a child looks at the braille? Sami and the Cardinal Snack Tray 24 What does a child’s workspace look like? Organization facilitates independence. 25 A workspace for an older child 26 27 28 29 Braille FUNdamentals? What is it? Audience • Program to teach complete literary braille code in 56 Clusters • Leveled to be of interest to various age groups • Assessment Tool • Available from TSBVI • • • • • Print readers with beginning to advanced print concepts Younger children through high school Children already integrated into language arts program Students with learning or cognitive disabilities English Language Learners 30 Advantages Moves rapidly through the Braille Code Assessment for Braille Reading and Writing “Overteaching” of new contractions Easy to pull materials for additional practice Easy to implement 31 Cluster 24 Review (SB 9) 32 Cluster 24 Discrimination (SB 10) 33 Cluster 24 Literature (SB 11) 34 Cluster 24 Reading or Writing Practice (SB 12) 35 Facilitating Independence with Duxbury Ingenious! Duxbury has incorporated a feature allowing translation using Cluster levels Allows children to use textbooks, or recreational reading encountering only familiar contractions 36 How To… Type text or import file. Older Versions of Duxbury (before 11.1) Select Document Select Translation Tables Select Contractions Select "TSBVI Cluster 24" 37 Newest Version of Duxbury Select Document Select Learning Tables Select TSBVI Select TSBVI Cluster 38 39 40 BrailleNote Auditory feedback Reinforcement of braille writing Ease of editing Builds fluency Encourages peer and teacher interactions 41 BrailleNote Lessons Writing commands Basic editing Basic reading commands Cursor navigation Basic spellchecker features 42 CCTV Workspace Training Setup VGA Connectivity BrailleNote Computer 43 Suggestions for CCTV Lock tray Tracking activities Routine to ensure efficiency Visually scan paper before and after using CCTV VGA hookup 44 Bookport Plus Available on Federal Quota Accessibility to audio files via SD card Audio Books text files Voice recording File Sources Bookshare Learningally.org BARD 45 Book Port Plus Lessons Navigate library Navigate book by chapter or heading Bookmark Volume Battery level Charging 46 As teachers we have the power to teach print and braille literacy skills that will offer a lifetime of opportunity. 47
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