1. 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

2. 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?

3. 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

4. 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.

5. 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.

6. 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).

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

8. 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.

9. 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

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

11. 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.

12. 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

13. 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

14. 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

15. 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)

16. Reading and Writing Stamina
Immediate duration
Extended duration

17. 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

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

19. 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

20. 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)

21. 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

22. Large Print vs. Devices (Simple and Electronic)

23. 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

24. 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

25. Questions
and Discussion

26. Thank you!