Title: Sensory Learning: Identifying Opportunities for Students with Visual Impairments and Multiple Disabi
1Sensory Learning Identifying Opportunities for
Students with Visual Impairments and Multiple
Disabilities to Engage in Literacy Activities
- Weekends with the Experts
- Amy R. McKenzie, Ed.D.
- Florida State University
- January 19 20, 2007
2Presentation Outline
- Welcome Introductions
- Background Information on the Speaker
- What is Literacy?
- Determining Sensory Literacy Needs
- Learning Media Assessments
- Interactive CD Cathy
- Diagnostic Teaching Assessment
- Sensory Communication Assessments
- Reporting Assessment Results
- Interactive CD Sara
3Presentation Outline
- Stages of Literacy Development
- Encouraging Literacy Development Identifying
Environments, Teaching Strategies Activities - Environments
- Strategies Activities for Fostering Early
Literacy - DVD Literacy Episode
- Functional Literacy Planning
- DVD Literacy Episodes
4Presentation Outline
- Conclusion Our Next Steps
- Teacher Perceptions
- IEPs
- Service Delivery
- References/Resources
- Question Answer
5Breaks
- Friday Afternoon Break 300-315pm
- Saturday Morning Break 1030-1045am
- Saturday Afternoon Break 300-315pm
6Background Information on the Speaker
7Past and Current Research
- Emergent literacy opportunities for students who
are deafblind or visually impaired - Investigated
- Environment
- Activities and strategies
- IEPs and Assessments
- Professional Perception
- Knowledge and skills of TVIs for supervising
paraprofessionals - Inclusion perceptions of pre-service general
education teachers
8Overview Fundamental Truths
9Overview
- All team members must have an open mind about the
literacy development of students with visual
impairments and multiple disabilities. - Keep all options open!
- (Koenig Holbrook, 1995. p. 81)
- Consider the needs of the student, not the needs
of the team or placement environment.
10The Fundamental Truths
- By Cay Holbrook Alan J. Koenig
- Truth 1
- Every child who is blind or visually
- impaired has the right to attain
- literacy to the greatest extend of his
- or her abilities.
11The Fundamental Truths
- By Cay Holbrook Alan J. Koenig
- Truth 2
- All students who is blind or visually
- impaired have the right to
- literacy instruction from a
- qualified teacher of students
- with visual impairment.
12What is Literacy?
13Three Facets of Literacy
- Emergent Literacy
- Academic/Conventional Literacy
- Functional Literacy
14Emergent Literacy
- Emergent literacy is the process of developing
literacy that begins at birth and ends when
children begin to engage in conventional or
functional reading and writing (Sulzby Teale,
1991)
15Academic Literacy
- The basic reading and writing skills taught in a
conventional literacy medium during elementary
and middle school years (Koenig Holbrook, p.
265, 2000)
16Functional Literacy
- The application of literacy skills and the use
of a variety of literacy tools to accomplish
daily tasks in the home, school, community and
work setting (Koenig, 1992). - This definition relates more to academic students
applying their literacy skills to daily tasks.
17Functional Literacy
- Functional Literacy
- For students with visual and multiple
impairments, both the application and the
vocabulary are functional in nature. - It is meaning-centered reading that focuses on
the readers knowledge and experience. The
emphasis is on deriving meaning from what is
written. - (Rex, Koenig, Wormsley Baker, 1994)
18Literacy for Students with MI
- A broader definition of literacy is needed due to
the fact that - Not all students will be traditional readers and
writers, but they will have literacy! - Communication is often the primary need of
students with multiple disabilities. - A variety of communication modes are used by
students with multiple disabilities.
19Langleys Definition of Literacy
- literacy is communication especially when the
concepts and issues are applied to students with
visual impairments and additional disabilities.
In this respect, then, literacy is the most basic
foundation for all learning, for receiving and
imparting information, and for initiating
interactions with others. What is more important
for students with visual multiple disabilities
is that literacy opens the doors to personal
relationships, shared interests, leisure
activities, learning strategies, partial to full
independence at home and in the community, and
vocational possibilities (Langley, 2000, p. 1)
20Various Aspects of Literacy
- Reading is the complex, recursive process through
which we make meaning form texts using semantics
syntax visual, aural and tactile clues context
and prior knowledge (p. 75). - Writing is the use of a writing system or
orthography by people in the conduct of their
daily lives to communicate over time and space.
It is also by the process or results of recording
language graphically by hand or other means, as
by the use of computers or braillers (p. 77).
21Various Aspects of Literacy
- Speaking is the act of communicating through such
means as vocalization, signing or using
communication aids such as voice synthesizers (p.
75). - Listening is attending to communication by any
means includes listening to vocal speech,
watching signing, or using communication aids (p.
73). - Viewing is attending to communication conveyed by
visually representation (p. 76).
22Various Aspects of Literacy
- Each of these aspects demonstrates an integrated
language-communication approach to literacy, as
suggested by Rex, Koenig, Wormsley Baker (1994)
for all students in Foundations of Braille
Literacy. - Language and Communication Activities Literacy
Activities - Literacy Activities
- Language and Communication Activities
-
23Expanding the Framework
- We all have to step outside of the box when it
comes to our philosophies and teaching of
literacy to students with multiple impairments. - The conceptual framework for literacy must be
expanded beyond academic reading writing!
24Determining Sensory Literacy Needs
25Determining Sensory Literacy Needs
- Determining these needs can be accomplished
through a number of assessments including - Learning Media Assessment
- Diagnostic Teaching
- Sensory Communication Assessments
26Learning Media Assessment
27Why Conduct a LMA?
28Why Conduct a LMA?
- 2 It is an objective way of documenting the
following elements of IDEA mandates - An evaluation of the students
- reading and writing skills
- An evaluation of the students
- reading and writing needs
- An evaluation of the students
- reading and writing media
- (Koenig and Holbrook, 2000)
29Why Conduct a LMA?
- 3 It is an objective way to observe and
document the students preferred sensory
channels. - 4 It is the first step in the development
- of an appropriate, assessment-based communication
and literacy programs for students with visual
multiple disabilities.
30Why Conduct a LMA?
- the first step to designing literacy programs
and discovering methods for ensuring appropriate
literacy opportunities for students with
additional disabilities are a comprehensive
assessment of the need for literacy media and a
functional analysis of the students response to
options and opportunities for
31Why Conduct a LMA?
- embedding literacy instruction and practice
whether reading, writing, or use of other
literacy tools in all learning environments.
These steps should lead to the functional and
age-appropriate design, adaptation and
application of materials and strategies that will
enable the student to engage in literacy
activities with his or her peers (Langley, 2000,
p. 1).
32Initial Assessment
- Forms needed
- Form 1 General Student Information
- Form 2 Use of Sensory Channels
- Form 8 Functional Learning Media Checklist
- Form 9 Indicators of Readiness for a Functional
Literacy Medium - Form 10 Initial Selection of Functional Literacy
Medium
33Determining Preferred Sensory Channels
- This is the first step of a Learning Media
Assessment for all students with visual
impairments - The students preferred sensory channel for
learning is determined through extensive
observation of student behaviors - This process is beneficial to all students,
regardless of disability area!
34Determining Preferred Sensory Channels
- Cornerstone of the initial selection phase
- In this step, the education team will
objectively determine a students primary and
secondary sensory channels for learning (p. 21)
35Determining Preferred Sensory Channels
- Purpose
- Provide the basis for selecting appropriate
general learning media. - Help inform, but not dictate, the decision on the
students literacy medium or media. (Koenig
Holbrook, 2000, p. 120) - Be cautious This is the students preferred
sensory channel, not the most efficient!
36Determining Preferred Sensory Channels
- Use Form 2 from LMA Manual
- Data Gathering Environments
- Three or more observations
- 15-20 minutes for each observation
- Variety of environments, including
- Structured and unstructured times
- Familiar and unfamiliar environments
- Indoor and outdoor settings
37Determining Preferred Sensory Channels
- Data Gathering Participants
- Include all team members
- Especially parents if they are interested!
- Allow for a brief training including
- Review of the forms and purpose
- Coding of joint observations
- Coding of video tapes
38Determining Preferred Sensory Channels
- Data Gathering Procedure
- Only observable student behaviors should be coded
- Student behaviors can include reactions or motor
behaviors - Record behaviors in the order they occur
- Be comprehensive and objective when recording
behaviors! - Code each behavior V, T, A as well as primary or
secondary sensory channels
39Determining Preferred Sensory Channels
- Data Interpretation
- Gather observation forms from team
- Looking for consistent pattern across the
observations in both primary and secondary
channels - If inconsistent, look at observations themselves
- Also, investigate if a student is not using one
sensory channel may not have the opportunity to
use it!
40Determining Preferred Sensory Channels
- If it is evident that this student inconsistently
uses his or her senses, and/or is considered to
be at a communication level lower than 18-months
consider using the sensory assessment portion of
Every Move Counts to enrich this information. - Note This is not a substitute for the Learning
Media Assessment process! - We will discuss Every Move Counts in a few
minutes
41Functional Learning Media Checklist
- Use Form 8 to collect information regarding the
students use of various learning media for both
near and distance tasks in a variety of settings.
- Consider current future IEP goals and
objectives when determining which media to
observe involve other team members. - Complete this form for all students!
42Indicators of Readiness for a Functional Literacy
Program
- Use Form 9 to determine if a student is ready to
progress into a functional literacy program this
must be a team process and determination! - Complete this form for all students!
- If behaviors towards the bottom of the list are
consistently demonstrated, the student is ready
for a functional literacy program move into
Form 10.
43Indicators of Readiness for a Functional Literacy
Program
- If Form 9 behaviors are not consistently
demonstrated, consider continuing with a
communication assessment. The LMA at this point
will result in the identification of the
students preferred sensory channels and learning
media channels visual, tactile, and/or
auditory. Also, report the results from Form 9 to
show growth over time. - If the Every Move Counts assessment was used, its
results can be reported in the LMA.
44Initial Selection of Functional Literacy Media
- Use Form 10 to determine the students functional
literacy medium. Again, this must be a team
process and determination! - Observe the student in a variety of settings
note the students natural choice of sensory
response mode and working distance.
45Making an Initial Decision
- As with all Learning Media Assessments, the end
factor for interpretation is relying on your
professional judgment! These assessments do not
generate a hard and fast score of any type. - Even at the point of interpretation, the
students needs must be the primary issue at
hand.
46Continuing Assessment
- A continuing assessment is only for a student who
has had a full, comprehensive LMA previously
conducted and the need for a functional literacy
program was determined. - Use all forms described in the previous section,
except Forms 9 10. Instead, proceed with the
use of Form 11 Continuing Assessment of
Functional Literacy Media. - If the student was not ready for a functional
literacy program, conduct another Initial
Assessment for continued assessment.
47Diagnostic Teaching and Assessment
48Diagnostic Teaching
- According to Koenig and Holbrook, 1995
- Students with MIVI have limited experiences
- Students with MIVI need longer time to respond to
requests - Students with MIVI have multiple factors
influencing their performance on any one task.
49Diagnostic Teaching
- Diagnostic teaching simply guides a teachers
instructional practices as though each
interaction with a student, whether instructional
or not, is an opportunity to engage in an
integrated assessment (Koenig Holbrook, 1995)
50Diagnostic Teaching
- Example
- Hunter is a five year old student with
deafblindness and motor impairments, as well as
developmental delay. His TVI is using diagnostic
teaching to determine his ability to use real
objects as part of a a choice board. Hunter is
having difficulty associating the objects with
the activities.
51Diagnostic Teaching
- Using the diagnostic teaching model, how would
you proceed in determining the factors that might
be contributing to Hunters inability to succeed?
52Diagnostic Teaching
- The process of diagnostic teaching
- Takes place over a period of time
- Is never 100 conclusive and
- Is an evolving, on-going process.
53Sensory Communication Assessments
54Communication Assessments
- Every Move Counts Sensory Based Communication
Techniques (Korsten, Dunn, Foss, Francke, 1993) - The Callier-Azusa Scale (Stillman et al., 1978)
- Communication A Guide for Teaching Students with
Visual and Multiple Impairments (Hagood, 1997)
55Every Move Counts
- For students who are at less than an 18-month old
level of communication development. - Two step assessment
- Sensory Response Assessment
- Communication Assessment
- Communication intervention curriculum
56Every Move Counts
- The purpose of the Sensory Response Assessment is
to determine a students response (reactive or
proactive) and response pattern to a variety of
stimuli. - Reactive reflexive response
- Proactive purposeful response
57Every Move Counts
- This information can then be used to help
identify the stimuli that a student enjoys. These
stimuli can be incorporated into communication
and learning activities and the environments. - After all, we are more likely to be an active
participant if there is an enjoyable aspect of
the activity!
58Every Move Counts
- See Sensory Communication Assessment Excerpt
of Every Move Counts handout - Lets take a look at page 24 this is the
coversheet of the Sensory Response Assessment.
59Every Move Counts
- Things to consider
- Do not interact with the child other than to
preview the presentation of stimuli physical or
verbal anticipatory prompt. - Team members should have a clear view of the
child.
60Every Move Counts
- Observe the students biobehavioral state for 15
second prior to presentation of the stimuli.
(Pretask Condition) - For more information on biobehavioral states, see
Biobehavioral State Management and Assessment
for Student with Profound Impairments in
Teaching Students with Visual and Multiple
Impairments A Resource Guide, 2nd Edition (Smith
Levack)
61The Carolina Record of Individual Behavior (CRIB)
- State 1 Deep Sleep
- State 2 Intermediate Sleep
- State 3 Active Sleep
- State 4 Drowsiness
- State 5 Quiet Awake
- State 6 Active Awake
- State 7 Fussy Awake
- State 8 Mild Agitation
- State 9 Uncontrollable Agitation
62Every Move Counts
- Observe the students reaction to both the
presentation and removal of the stimuli. - Provide a score of the overall reaction see
page 20.
63Every Move Counts
- Lets try an example.
- Amy is presented with the olfactory stimuli of
mint extract. She is in a calm state prior to the
presentation. Upon presentation of the extract,
she crinkles up her face and begins to cry. After
removing, she is calm.
64Every Move Counts
- Lets try another example
- Prior to the presentation of tactile stimuli, Amy
is in calm, relaxed state. Upon presentation of
the vibro-tactile toy on Amys arm, her entire
body becomes rigid. After removing, her body
relaxes.
65Every Move Counts
- EMC also contains a Communication Assessment see
page 28 - The score of this assessment does not give you a
developmental age-level. Rather, it serves as
baseline data for future, ongoing assessment to
measure growth in the area of communication.
66The Callier-Azusa Scale
- There are two main scales G and H
- Scale G includes the domains of Motor
Development, Perceptual Abilities, Daily Living
Skills, Cognition, Communication Language, and
Social Development - Scale H is exclusively a Communication Assessment
including the domains of Representational/Symboli
c Development, Receptive Communication,
Development of Intentional Communication, and
Reciprocity
67The Callier-Azusa Scale
- Both can be used for assessment of sensory and
communication abilities - Sensory Communication Assessment Excerpt of
The Callier-Azusa Scale Cognition, Communication
and Language handout - For ordering information, go to
- http//www.callier.utdallas.edu/scale.html
68Communication A Guide for Teaching Students with
MIVI
- This book includes both a communication
assessment and teaching strategies/ curricular
materials - Chapter 2 focuses on a process approach to
assessment designed as a tool for planning and
assessing change. It collects info on - Communication form, content and social aspects
- Change in communication
- Functional language, developmental readiness and
learning priorities
69Communication A Guide for Teaching Students with
MIVI
- Five step process for gathering information
regarding a students communication abilities - See Sensory Communication Assessment Excerpt
of Communication A Guide for Teaching Students
with Visual and Multiple Impairments handout
70For more information
- Although it focuses on students who are
deafblind, consider reviewing the communication
assessment information available in Remarkable
Conversations A Guide to Developing Meaningful
Communication with Children and Young Adults who
are Deafblind (Miles Riggio, 1999) - Provides a comprehensive process for
communication assessment not a tool.
71Reporting Assessment Results
72Reporting Assessment Results
- Writing the assessment report is one of the most
vital steps in the overall assessment process. - It is important to remember this is your one
medium to convey the important findings of the
assessments you conducted.
73Reporting Assessment Results
- Writing the LMA Report
- Two overall formats
- Written following the Functional Vision
Evaluation, in one document, as part of an
initial eligibility or reevaluation - Written alone as an ongoing, annual report to the
IEP team
74Reporting Assessment Results
- Writing the LMA Report
- The LMA report should cover, in detail, the
information gathered on each form. - It is a good idea to use form titles as headers
for the report. This will ensure that you have
reported all needed information. - The LMA Report must include Recommendations
directly related to the assessment results!
75Reporting Assessment Results
- Writing the LMA Report
- If Every Move Counts was used as part of the LMA,
consider reporting the results as part of the LMA
Assessment report - If communication assessments were used, report
these as a separate report but refer to the
results in the LMA assessment report.
76Encouraging Literacy Development Identifying
Environments, Strategies, and Activities
77Environments
78Environments Organization
- Print rich environment with extensive labeling
- Organization of the classroom into areas or
centers - Centers or areas should be labeled in an
appropriate and accessible format - Each center should contain literacy props, or
literacy related items for reading, writing and
communicating
79Environments Organization
- The environment should be labeled in the
assessment-based communication mode/literacy
media for all students in the classroom - Labels can include print, large print, braille,
real objects, tactile symbols, pictures and
Mayer-Johnson symbols, etc, on one large piece of
cardstock or cardboard.
80Environments Centers
- Classroom Library or Book Center
- Writing Center
- Dramatic Play or Daily Living Skill Centers
- Block and Puzzle Centers
- Math and Science Centers
- Listening Center
- Art/Tactile Center
- Music Center
- Class Large Group Area
81Environments Centers
- All centers should include literacy props that
are appropriate for the students, based on
assessment results - For example, a writing or office center would
include a braille writer for a student who will
be learning braille or a 20/20 pen and bold line
paper
82Strategies and Activities for Fostering Early
Literacy
Note Much of the fostering early literacy
information in the following section was
developed by Dr. M. Cay Holbrook Dr. Alan J.
Koenig (2002)
83Fostering Early Literacy
- Four main areas of focus
- Providing enriched early experiences
- Reading aloud
- Shared reading
- Providing early literacy experiences
84Providing Enriched Experiences
- Home, school and community
- Students must be active participants in the
experience! - Ensure that students are using a variety of
senses during the experience.
85Providing Enriched Experiences
- In sequential experiences, students should be
involved start to finish. - Provide accurate consistent vocabulary
throughout the experience.
86Reading Aloud
- Read early and read often!
- Choose books that are interesting to your
students are based on real life experiences.
87Reading Aloud
- Pick a daily time for reading aloud make it part
of a routine at home and school! - Model your enjoyment of reading include others
who enjoy reading. - Make the reading aloud process as multi-sensory
as possible! Include tactile symbols or real
objects. - Model book reading behaviors page turning,
holding the book, etc. - (Newbold, 2000)
88Shared Reading
- Shared reading is the process of an adult and a
student reading together in some capacity. - Use stories with predictable patterns or a
repeated story line, as well as familiar stories
or rhymes.
89Shared Reading
- Make the reading aloud process as multi-sensory
as possible! - Use alternative or augmentative communication
systems as part of shared readings. - However, the use of alternative or augmentative
communication systems must be done so in a
meaningful way!
90Provide Literacy Experiences
- Including
- Experience stories
- Book bags or boxes
- Shared writing or scribbling
91Experience Stories
- Joint story writing process based on an activity
or event experienced by the student.
92Experience Stories
- Arrange an experience.
- Take time throughout the experience to explore
using all senses collect artifacts. - Sit down with the student and write a story based
on the experience. - Turn the story into a book and read!
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97Books Bags or Boxes
- Bags or boxes with objects associated with a book
or story. - Use the objects while reading the book or story
either in a reading aloud or shared reading
experience. - The type of objects should be based on students
communication needs! - See Tips for Creating Story Boxes handout
98Shared Writing or Scribbling
- Shared writing or scribbling is a vital component
of literacy development. - Model writing for students whenever possible.
- Think of activities where you can model writing
what comes to mind? - Have plenty of paper, crayons, pencils, paints
and a braille writer in a location accessible to
students in a variety of locations.
99Unique Needs of Students with Visual and
Multiple Disabilities
- Activity or Schedule Calendars
- Choice Boards
- Braille Readiness/Early Braille Activities
100Functional Literacy Programs
Note All of the information in the following
section was developed by Dr. Diane P. Wormsley
(2004)
101Functional Literacy Planning
- Create a text rich environment
- Select the individualized reading and writing
vocabulary - Create word boxes or flash cards and teach the
first key words - Teach letter recognition skills
- Assess phonemic awareness
- Teach phonemic awareness
102Functional Literacy Planning
- Develop writing skills mechanics and process.
- Create functional uses for reading and writing
- Create stories
- Keep detailed record and use diagnostic teaching
- On going assessment and monitoring is key!
103Conclusion Our Next Steps
104Teacher Perceptions
105Teacher Perceptions
- The perceptions of teachers who work with
students who have visual and multiple impairment
varies in terms of their thoughts on what entails
emergent literacy.
106Teacher Perceptions
- For students with visual and multiple
impairments, we are often so focused on their
uniqueness that we forget that they are children
who have the many similar developmental needs as
all children.
107IEPs
108IEPs
- Although teachers are working on many of the
skills and activities suggested in the previous
sections, they are not being highlighted as
literacy activities and skills in IEP
development. - As a field, we need to change this! If IEPs equal
accountability, then we are shortchanging our
efforts in the area of literacy by ignoring this
on the IEP.
109Service Delivery
110Service Delivery
- As we discussed at the beginning of this
presentation, all students with visual
impairments deserve quality literacy instruction
and support from a certified Teacher of Students
with Visual Impairments - This can come in the form of consultation, but it
also means direct services to all students
including those with multiple impairments.
111Service Delivery
- Ask yourself, would you every consider providing
consultation only services to an emergent braille
reader who does not have multiple impairments? - Then why it is acceptable to provide consultation
only services for students who do have multiple
impairments?
112Resources/References
113Question Answer