EARLY LITERACY FOR STUDENTS WITH MULTIPLE DISABILITIES OR DEAFBLINDNESS Perkins Webcast Deirdre Leech, M.Ed.

I. Introduction

Overview Challenges Early Literacy Adapting Books

What is Literacy? Old definition: “ ability to read and write ”

New Definition: “Proficiency in understanding and using written as well as spoken language as a reader, writer, speaker, and listener.” Integrated process which develops gradually from birth Built upon learning from broad experiences Linking language with the development of concepts Providing exposure to the written word in a variety of meaningful contexts” (Wright, 1997)

Goals of Reading & Writing Reading: for the reader to obtain meaning from text and apply it to the world and oneself. Writing: to communicate an individual’s understanding of the world and themselves through written text. (Koppenhaver, 2000)

II. Challenges to Achieving Positive Outcomes

Lack of Early Literacy Experiences Limited opportunities for incidental learning –Child may not see parents and/or siblings reading newspapers, writing out grocery lists, and reading books –May not hear language in stories being read aloud –For medically fragile children, medical interventions often take precedence over other learning opportunities, including literacy

Lack of Early Literacy Experiences Delayed concept development due to: motor impairments visual impairments hearing impairments health issues behavioral issues

Lack of Exposure to Stories Read Aloud Limited opportunity for reading time Limited access to accessible print materials Access to dual media books (Braille/Print/auditory/tactile) Limited sign language capabilities to communicate the story Communication strategies Understanding the value of auditory input

Lack of Motivation Child –See no value in books or reading –Consider music, sounds, flip-ups, tactile components, movement Parents –May not get enough feedback or response from child –May not think child is enjoying story time Teachers –Time consuming to make materials

Motivating Books

III. Early Literacy

Early on, children need to participate in as many literacy activities in any way possible

Modifications to the Environment Exposure, exposure, exposure! Visual, tactile, and sign language Alphabets Label the environment Use of Bulletin boards –Thematic Unit vocabulary, display favorite books Accessibility to materials Name symbols (labeling, attendance cards)

Book Handling Skills Important to asses child’s awareness of and ability to following terms and concepts: Top and bottom of book Touch and feel books Page turning Front and back of book Read print or Braille left to right, top to bottom Title and author

Book Handling Skills

Experience Stories Stories written by teachers and students that incorporate real life experiences. Students participate in activities then write a story based on the experience. Experience stories can be written using objects, pictures, print or any combination

Daily Journals or “Home Books” Each child has their own book to write in daily. Writing may consist of objects, pictures, line drawings, print, and voice output devices. Journals develop memory skills as earlier activities in the day and/or previous days entries are reviewed.

Story Boxes & Literacy Kits Props related to the story Adapted book(s) –appropriate for each student Switches Story box Communication boards Switches Extension activities –Worksheets –Games –Electronic activities –Assessment

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

Real objects, puppets, felt cut outs representing concepts in the book. Choose books with experiences familiar to student. Use real objects with meaning to student as much as possible. Story Boxes/Literacy Kits

Making own books Fun and engaging activity Promotes language skills Teaches books come in different shapes, sizes, have different parts (pages, cover, etc.), contain pictures and writing, read left to right, and that books are written by a person (author) with a message to share (Swenson, 1999, p.27)

Homemade Concept Books Create own books that describe abstract ideas and concepts –Actions –Colors –Shapes –Sizes –Spatial relationships

IV. Adapting Books

Adapting Books Modifications to the TEXT Modifications to the PICTURES Modifications to the BOOK

Modifications to the TEXT Make text accessible by adding Braille Make text accessible by replacing smaller print with enlarged print Provide contrast Simplify the content –If student is not reading print or Braille at the level of the text in the book Support print with picture or tactile symbols

Modifications to the PICTURE Simplify the background Make accessible for student with CVI Highlight the main idea of the picture Provide tactile enhancement to the picture

Modifications to the BOOK Use cardboard to make pages thicker to make them easier to manipulate and more durable Add “page fluffers” Rebind the book so it stays open more easily Take pages out and put into protective sheets Laminate pages Tactile enhancements

Modifications to the BOOK Books that are on tape or CD can be adapted with a switch so that a student can continue to read the story by activating the switch Create an electronic version of the book –Tape, CD, MP3 –PPT or other software –Can be made accessible using a switch or touch- screen

V. Summary

Positive 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 Differentiate “book language” vs. “conversational language” Develop vocabulary Learn book handling skills (Stratton, 1996; Newbold, 2002)

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

“Every Child is a Potential Reader”