Challenges and Choices Anna M Swenson Braille Literacy Consultant annaswensoncoxnet NFB Braille Symposium September 29 2012 Collaboration 3 Road Map The ABC Braille Study and its implications ID: 703840
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Beginning with Braille: Challenges and Choices
Anna M. Swenson
Braille Literacy Consultant
annaswenson@cox.net
NFB Braille Symposium
September 29, 2012Slide2Slide3
Collaboration
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Road Map …
The
ABC Braille Study and its implicationsChoices:Emergent literacy for Braille readersFormal literacy learning: Incorporating Braille instruction into the standard curriculum
Questions and discussionSlide5
To contract or not to contract?
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That was the question that launched the ABC* Braille Study.
Alphabetic Braille and Contracted BrailleSlide6
The Braille Study
Research focus: Are there differences in the children’s reading & writing performance based on whether they were initially taught in contracted or uncontracted Braille?
Longitudinal study, 2002-2007
Children w/o other disabilities in grades pre-k through 4Half of teachers started students with contracted Braille, half with uncontracted. (Teachers’ choice)
Team of
researchers – both qualitative & quantitative data
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ABCSlide7
Major Findings
Emerson
, Holbrook, & D’Andrea, (2009). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille
Study“Students
[with no additional disabilities]
who were introduced to more contractions earlier in instruction performed better on reading measures, such as vocabulary, decoding, and
comprehension.”
“Students who are blind, regardless of whether they started with contracted or uncontracted Braille, are falling behind their sighted peers and not acquiring reading skills at the rate they
should
.”
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Implications for Real-Life Teaching:
One Teacher’s InterpretationSlide9
Early Emergent Literacy
For Preschoolers and Older Students with Additional Learning Challenges
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Linking Concepts to Literacy: Max’s Home Depot Book
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Square
tile
Square of carpet
Light switch
Outlet and plug
Screws and nails
(big
& little
)
Chain
Tape
measure
Nuts
and bolts (big & little)
Piece
of woodSlide11
Interactive Read-Alouds
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Maximum Meaningful Hands-on Braille Time
**Demystify Braille for the other members of the IEP team
Model, model, model
Encourage early literacy behaviors: pretend reading, scribbling, sounds …
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B
raille Illustrations
(Lamb, 1996)Slide14
A Suggested Approach
to Teaching Braille
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STEP
1
(Controlled, contracted text) PRESCHOOL
Tactile “sight words”,
including easy contractions
Familiar names and
motivating words
STEP 2
PRESCHOOL
into KINDERGARTEN
Letters of the alphabet
Numbers
Beginning decoding skills (CVC
words)
STEP 3
(Uncontrolled, fully contracted text) KINDERGARTEN ON
Contractions taught as they appear in reading materials
More
complex decoding skillsSlide15
Motivating Words …
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It’s a Race! Reading Connected Text
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What about the dots
of
the Braille cell
?“Sadie
and I talked about how the Y has a head, a body and feet. Then she said,
‘but
it doesn't have a
belly’.
I loved that, and of course I went on about what a smart observation that was
!”
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Benefits of Braille Instruction for
Non-Traditional Learners
Oral language, vocabulary, communication skills development
Functional uses, e.g. Labeling belongings or items used in pre-vocational tasksDevelopment of independent work skillsSocialization: e.g., games / sharing books
General knowledge of gen.
ed
curriculum
Stepping stone to formal academic instruction
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I-M-ABLE (Dr. Diane Wormsley)
Individualized Meaning-centered Approach to Braille Literacy Education
Student-centered: T
otally individualized and highly motivatingAppropriate for wide range of learnersKey words of interest to the learner = basis for instruction (i.e., phonics, spelling, reading connected text all taught with key words)
Whole to part approach: “Language of Touch”
Contractions taught from the beginning
Resources: Book and articles
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Literacy Learning in the Early Primary Grades
Incorporating Braille instruction into the standard curriculum
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The Balancing Act
INCLUSION
INDIVIDUAL INSTRUCTION
Talk about books
Share writing
Participate in reading group
Learn classroom behaviors necessary to function as part of a group, including independent work habits
Develop social skills
Work on the Braille code within the context of reading instruction
Preview classroom activities, e.g., book for reading group
Address goals and objectives related to the Expanded Core Curriculum
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Considerations …
What is the child’s performance level in each area of literacy? (based on Gen
ed and Braille-specific assessments
)Am I providing sufficient service time to allow flexibility in when I choose to work with the child individually?
Would
a greater amount of pull-out now make more inclusion possible later on?
Based
on on-going data collection, should I consider changing the balance
?
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FIVE TIPS FOR FACILITATING INCLUSION
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1. Prioritize positive collaboration with classroom t
eachers
The “ownership” challengeStep back (19 Ways)
Reassure teachers about visual assignmentsSet high expectations from the beginning (video)Be sensitive to the multiple demands on classroom teachers’ time and plan contacts strategicallyContribute to the learning of other children in the classAssess and evaluate the student’s progress together
Listen to classroom teachers’ concerns
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3. Take advantage of instructional materials that facilitate inclusion
Word
PlayHouse
Early Braille Trade Bookshttp://tech.aph.org/ebt/
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4. Promote independent work habits
Beware of “learned helplessness”
Step backStart during individual instruction
Preview assignmentsTeach organizational skills
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Temporary (Invented) Spelling
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5. Advocate for technology
Expand children’s access to a wide variety of devices
Solve the Computer Lab dilemmaLet our students join the 21
st century!
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Continuing the discussion …
How can we
provide TVIs with the background in literacy instruction they need to teach children who are learning to read in Braille? In response to the results of the ABC Braille Study, how can we improve literacy outcomes for our Braille readers?
What factors contribute to successful inclusion for students who read Braille?How do we encourage parents to become involved in their children’s concept development and literacy learning? (including learning Braille)How can we get technology into the hands of our younger learners? What is the optimum balance between paper-based and paperless Braille devices for beginning Braille students?
How do we meet the literacy needs of potential Braille students who are non-traditional learners?
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