Integrating Technology into Literacy Based Activities for Children with Deafblindness

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Integrating Technology into Literacy Based
Activities for Children with Deafblindness

• Patricia Weismer, MS.Ed
• Teacher
• Perkins School for the Blind

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What is literacy?

• Old definition
• ability to read and write

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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).
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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)

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Challenges

• Delayed concept development
• Decreased incidental learning
• Reduced exposure to literacy materials
• Medical challenges

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Technology
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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

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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

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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

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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)

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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

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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)

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Choosing the Right Technology and Software

• What will motivate the student?
• What are the students strengths?
• What the students access needs?
• What is the GOAL of the activity?
• How will you assess the skills learned?

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Access Modes
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Access Modes

• 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

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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

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Software
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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

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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

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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

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Creating a Literacy Based Unit

• Literacy Kits
• Reading and Writing
• Assessment Activities

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Reading
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Story Boxes Literacy Kits

• 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

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Story Boxes
Curriculum books with materials
Objects only
Repetitive line picture book with objects and
materials
Story books with materials
Concrete
Abstract
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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

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Student Considerations

• Visual
• Tactile
• Physical
• Cognitive
• Lesson goals and objectives

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Adapting Books

• Modifications to pictures
• Simplify backgrounds
• Highlight main picture
• Reduce clutter
• Color considerations

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Adapting Books

• Modifications to print
• Language/content
• Layout
• Font Size
• Add symbol support

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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

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Communicating about it!
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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

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Communication Boards

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

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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

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Supporting Activities

• Matching activities
• Sorting activities
• Sequencing activities
• Vocabulary review
• Writing activities
• Worksheets
• Responses
• Making your own books
• Assessment

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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)

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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

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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

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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

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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

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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)

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What now?

• Take one step at a time
• Use ready made and available resources
• Plan with the team

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Thank You

• Resources
• Patricia.Weismer_at_perkins.org

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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

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• Reading Language Arts Shared reading. From the
  MCPS Early Literacy Guide. Retrieved April 29,
  2005, from http//www.mcps.k12.md.us/curriculum/en
  glish/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