LITERACY MEDIA DECISIONS FOR STUDENTS WITH VISUAL IMPAIRMENTS Kelly E. Lusk, Ph.D. Portions of this presentation were created jointly with Drs. Holly Lawson and Tessa McCarthy

Objectives What is literacy? What is our field’s position on literacy media and how decisions are made? What are some of the topics to consider when making a literacy media decision?

Literacy is… Reading (Decoding, Fluency, Comprehension) Writing (Mechanics, Development) Listening/Multimedia Copying Keyboarding Optical Devices Braille/Dual Media Speed/Stamina Near and Distance All subjects, home and community

AER Position Paper Background Related Legislation: IDEA/IDEIA, Anne Sullivan Macy Act Push for evidence-based practices related to literacy media decisions Lack of explicit focus on students with low vision and need for comprehensive assessment of functional vision in both school and clinical settings.

Overview Aimed at addressing literacy needs of ALL students with visual impairments, including those with low vision as well as those who are tactile learners. Addresses “conventional” literacy programming. Uses phrases directly from IDEA in terms of literacy decisions for braille, and ADDS clauses for those with low vision and for those who may be dual- media learners.

IDEA and Literacy Media Instruction in braille and the use of braille unless the IEP Team determines, after an evaluation of the student's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the student's future needs for instruction in braille or the use of braille), that instruction in braille or the use of braille is not appropriate for the child; or Instruction in print with or without optical and/or electronic devices after a clinical low vision evaluation of the student’s potential for using vision to access appropriate general education reading and writing materials at near and at a distance; or Instruction in both braille and print (known as dual media) with or without prescribed optical and/or electronic devices, after evaluations described above in (I) and (II), and combining the instructional approaches defined above in (I) and (II).

Key Point 1 Decisions for determining literacy medium or media are based variety of assessment approaches and sources conducted by qualified professionals.

Key Point 2 A variety of sensory factors (visual, tactual, motor, and auditory), as well as cognitive abilities, may have a direct impact on the acquisition of literacy skills (whether print or braille), and therefore, must be considered.

Key Point 3 Literacy skill development often involves the use of various literacy tools and technologies and instruction in the use of such tools. Instructional time Knowledge of new technologies

Key Point 4 Instruction in the use of accommodations cannot be taught in isolation from literacy

Key Point 5 After initial identification of literacy medium or media, ongoing assessment is key to monitoring the successes and needs of students with visual impairments.

Future Directions Helpful for teachers/parents in advocating for low vision evaluations and comprehensive assessments related to literacy and literacy media decisions Stepping stone for designing/conducting research proposals Additions to current/future legislation

Position Paper Citation and Link Lusk, K., Lawson, H., & McCarthy, T. (2013). Literacy Media Decisions for Students with Visual Impairments. Alexandria, VA: Association for Education and Rehabilitation of the Blind and Visually Impaired. Available from https://aerbvi.org/resources/publications/position-papers/

Literacy is… Reading (Decoding, Fluency, Comprehension) Writing (Mechanics, Development) Listening/Multimedia Copying Keyboarding Speed/Stamina Near and Distance Optical Devices Braille/Dual Media All subjects, home and community

Reading (and Writing) Speed and Comprehension Indicator of career success Need at least 150 wpm by end of high school (Wolffe, 2000) Need at least 80% comprehension (Koenig & Holbrook, 1995)

Reading and Writing Stamina Immediate duration Extended duration

Other Factors Impacting Literacy Prognosis of the Visual Impairment Hand strength and dexterity Increased level and intensity of literacy materials Progression of the acquisition of literacy skills

Print vs. Braille Print? Braille? Both (print and braille)? (Dual-media)

Dual-Media Considerations Student’s acuity/ability to use functional vision Possibility of progressive eye condition Student’s age/academic ability level Interest in braille/dual media Decisions should always be made based on individualized evaluation and needs

Dual-Media: Teach now or wait? Pros: Easier to learn younger (tactile and code) Parallel instruction with print No wait time when vision decreases/braille is needed Cons: Time away from print literacy instruction May not need for a long time or ever May not want to learn/resist braille if “too much vision” (Student AND/OR parent)

How to teach Braille in Dual-Media Complete visual deprivation Full visual access Blindfolded Opaque partition Translucent partition Reading print visually (CCTV/video magnifier) Uninhibited visual access to braille *Psychosocial/other implications for each possible method

Large Print vs. Devices (Simple and Electronic)

Large print vs. Magnification Positives of large print: Free (K-12) Standardized tests Relaxation Back-up materials Negatives of large print: Limited Access Social Issues Portability Issues

Large print vs. Magnification, continued Positives of magnification: Immediate access Increased independence Lower cost (range of materials) Exact same material as peers Near and distance magnification Negatives of magnification: Breakage or loss Hand/arm fatigue

Questions and Discussion

Thank you! drkellylusk@gmail.com