Donna McNear 1 Welcome to… Essential Supports for Beginning Readers in the 21st Century: Examining the Teacher’s Role Presented at: Texas Focus Austin, Texas June 18, 2008 By Donna McNear Teacher for Students: Blind & Low Vision Certified Orientation & Mobility Specialist Cambridge, Minnesota USA

Donna McNear 2 About this Workshop As teachers prepare today’s young students who are blind/low vision to become literate, independent, and successful adults in 2020 and beyond, we need to continue to explore our knowledge and skills to provide essential supports for beginning readers. This session provides further insights into “what it takes” to support beginning readers. Objectives: Participants will identify the knowledge and skills they need to be effective in their role to support beginning readers. Participants will explore and consider the support systems essential for increasing student outcomes for beginning readers.

Donna McNear 3 Setting the Stage What are your top three challenges in supporting students who are beginning readers? 1._______________________________________ 2._______________________________________ 3._______________________________________ Today’s Agenda Four Themes: 1.Reading Field Perspective 2.B/VI Perspective 3.Knowledge, skills, and dispositions 4.Essential supports

Donna McNear 4 Current Contexts in Literacy Instruction Name the current contexts affecting literacy instruction and your role with beginning readers

Donna McNear 5 Reading Teachers Knowledge and Skills “What should reading professionals know and be able to do?” International Reading Association Standards for Reading Professionals—Revised 2003 A Reference for the Preparation of Educators in the United States, Developed by the Professional Standards and Ethics Committee of the International Reading Association Copyright © 2004 by the International Reading Association, Inc. There are five standards: 1. Foundational Knowledge 2. Instructional Strategies and Curriculum Materials 3. Assessment, Diagnosis, and Evaluation 4. Creating a Literate Environment, and 5. Professional Development

Donna McNear 6 VI Reading Knowledge and Skills CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students with Visual Impairment e_Standards&Template=/CM/ContentDisplay.cfm&ContentID=9099 A few of the strategies: Strategies for teaching tactual perceptual skills to individuals with visual impairments. Strategies for teaching Braille reading and writing. Strategies for teaching visual efficiency skills and use of print adaptations, optical devices, and non-optical devices. Techniques for modifying instructional methods and materials for individuals with visual impairments. Prepare adapted or modified materials in Braille, accessible print, and other formats. Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. Model techniques and coach others in the use of instructional methods and accommodations.

Donna McNear 7 Role and Function of the B/VI Teacher The Role and Function of the Teacher of Students with Visual Impairments Susan Jay Spungin, Ed.D. & Kay Alicyn Ferrell, Ph.D. Literacy (braille, print, aural, electronic) – including alphabetics, fluency, comprehension, computer technology, and writing skills, in either braille or print, according to the student’s needs and as specified in the IEP. For the braille student, these skills usually require introduction to the mechanical aspects of reading and writing, including spatial orientation to the page and use of the braillewriter, slate and stylus, and electronic devices, and include application and reinforcement of decoding, comprehension, encoding, writing, and composition strategies taught by the classroom teacher. “For a child to be proficient in braille, systematic and regular instruction is essential” (Riley, 2000, p ). Computer technology is one of the five components of reading identified by the National Reading Panel (2000). The TSVI is responsible for collaborating with the teacher of computer technology and the classroom teacher to assist the student with visual impairments to use computers. The TSVI must remain current with the variety and range of adaptive technology available (such as hardware and software applications that provide screen access through speech or magnification; refreshable braille displays, PDAs, embossers, scanners, printers, braille translation software, etc.), in order to match technology to individual student characteristics. When print is the medium indicated for a particular student, the TSVI teaches the utilization of print adaptations (e.g., font size, acetate sheets, print color, background color, contrast, reading stands, magnifiers, and telescopes) and learning devices (e.g., tape recorders, signature guides) that allow students to participate independently in regular classroom activities.

Donna McNear 8 Knowledge, Skills, & Dispositions What essential knowledge should we have to support beginning readers? What essential skills should we have to support beginning readers? What essential dispositions should we have to support beginning readers?

Donna McNear 9 “What it Takes” Essential Supports Six Essential Areas of Support to Promote Student Independence 1.Materials/tools/technology support 2.Paraprofessional support 3.Ongoing support for professional development 4.Site-based support 5.Administrative support 6.Adequate budgets

Donna McNear 10 What’s Next? Name three actions to increase student results for beginning readers. Where can you increase your own “depth of knowledge?” What skills do you need to learn to increase student results? What is an important disposition to develop to improve your work with beginning readers?