1. Welcome! 1

2. Bilms & Padhye, 2013 What is Literacy? 2

3. Communication! 3

4. Learning Media Assessment (LMA) Assessment for selecting the appropriate literacy media for students with visual impairments. "Literacy media" refers to the way in which students access the general education curriculum. More information at: www.pathstoliteracy.org http://www.pathstoliteracy.org Where to Start? 4

5. Concrete Abstract Swim Formal Written Word Mayer-Johnson Picture of Object Object Hierarchy of Communication 5

6. Story Boxes CVI Adaptations and Accommodations Adaptations for Total Deafblindness Teaching Strategies for moving towards a more traditional approach to literacy Overview of Presentation 6

7. Megan Connaughton, M.Ed Story Boxes & Adaptations For Literacy 7

8. Pre-literacy Concrete  abstract concepts Appropriate for students at different cognitive levels Story Box Overview 8

9. How to create access for different learners Story Box Overview 9

10. Interaction Concrete examples Develop various concepts Fun and engaging! Why Use Story Boxes? 10

11. Story boxes should be unique to the student Age appropriate Reflect the student’s interests Unique 11

12. Unique to student’s level of communication Concrete  Abstract 12

13. Concrete: Real objects that are meaningful to the student Concrete  Abstract 13

14. Abstract: Represents another meaning Concrete  Abstract 14

15. Focus on the object being RED, not on it representing an apple A student who is not yet an abstract thinker can still use abstract objects in a story box Use to focus on concepts Concept vs. Abstract 15

16. “SNEAKER”“SHOE” Consistency of words & labels For All Story Boxes 16

17. Repeat Exposure For All Story Boxes 17

18. Unique and Engaging! For All Story Boxes 18

19. Bilms & Padhye, 2013 Objects: Donation Dollar Stores Craft Stores E-Bay Pictures: Scanner Internet Search Personal Camera Draw it Cut out of Book Book Materials: Paper (Black) Lamination Sheet Protectors Hole Puncher Rings How to Create a Story Box 19

20. Thank you! Remember… Have fun! 20

21. Marguerite Bilms, M.Ed Cortical Vision Impairment & Adaptations For Literacy 21

22. Roman-Lantzy, 2007 Neurological condition where vision impairment is caused by abnormalities in the brain and visual processing. Coexisting ocular conditions may be present CVI Overview 22

23. Where Do We Start? 1.Identify 2. Assessment 3.Intervention 23

24. Roman-Lantzy, 2007 1-2: Student functions with minimal visual response. 3-4: Student functions with more consistent visual response. 5-6: Student uses vision for functional tasks. 7-8: Student demonstrates visual curiosity. 9-10: Student spontaneously uses vision for most functional activities. CVI Range: Overview 24

25. Characteristics of CVI & Impact on Literacy 25

26. CVI CharacteristicEffect on Literacy Lesson Implementation Color PreferenceColors chosen for materials? Need for MovementHow much movement/reflective properties required? Visual LatencyHow long do you present materials? Visual Field PreferenceWhere do you present materials? Difficulties with Visual ComplexityWhich level of complexity do you present with/on? Light- Gazing & Nonpurposeful Gaze Environment with controlled lighting Difficulty with Distance ViewingHow close to face do you present materials? Difficulty with Visual NoveltyHow do the materials relate to items already committed to visual memory? Absence of Visually Guided ReachHow many cues/prompts/time does student need to respond to touch/take questions? Characteristics: Roman-Lantzy, 2007 26

27. VS Classroom Environment Accommodating a Learner who has CVI 27

28. Controlled Lighting Controlled Noise Low Complexity Be conscious of glare on materials Materials: Black Shower Curtains Black Curtains Black Foam Board Velcro Environmental Accommodations 28

29. VS Be aware of what you wear. Educator Accommodations 29

30. XL Black Cotton Shirt Purchased at Target $10.00 You Can Still be Stylish! 30

31. ☐  We have covered: 1. Knowledge  2. Looks 3. Now, Books! 31

32. Adapting Books Example: Polar Bear Polar Bear, What Do You Hear? By: Eric Carle Main Concept of Page (Lion) Scan, Cut, Internet, Draw (Drawn) Simplify (Removal of line shading on lion) Low Complexity (Yellow on black) High Contrast (Bright paper on black background) Focus on consistent Vocabulary (“Lion”, “Yellow”, “Roar”: Combined or Isolated) Create a Story Box (add concrete objects and/or tactile components) 32

33. 33

34. 5 Little Ducks By: Child’s Play 34

35. Credit: Ryan Milligan, M.Ed 5 Spring Flowers 35

36. Some Suggested Materials Construction Paper (Black for background, color for pictures) Mylar (shiny, reflective) (Gift bags, wrapping paper etc.) Lamination Sheets or Poster Board (Be aware of glare) Binding Rings Hole Punch Hot Glue Tactile Components 36

37. Thank you! Remember… Be creative! 37

38. Ira Padhye, M.Ed Total Deafblindness & Adaptations for Literacy 38

39. No functional vision & no functional hearing Definition 39

40. What sense is dominant? Combination of two senses? Is touch is primary channel, what part of the hand or other body part are they using? The Learning Media Assessment 40

41. Simple Tactile Representation Use of Tangible Object Symbols Tactile Sign Language Braille for exposure Literacy Accommodations 41

42. Calendar Systems and Tactile Object Symbols Books (Experience and Social Stories) Recipes, shopping lists, environmental labels. Various Types of Literacy in the Classroom 42

43. Builds communication & conversation Left-to-right, top-to-bottom implementation Access to the environment Concrete & Symbolic comprehension Labels for objects, events, actions, and people Self Advocacy Calendar and Schedule Systems 43

44. Use of Objects (Full & Partial) Meaningful to Child Repeat Exposure Consistency No Miniatures Tactile Calendar Systems 44

45. Braille Tactile (Tangible) Object Symbol Tactile (Tangible) Object Symbols 45

46. Age appropriate topics Relates activity to student Recreate the experience and go through the motions Can help in overcoming stressful or unfamiliar situations. Books: Experience & Social Stories 46

47. Going to the Supermarket Example: Experience Story 47

48. Going to the Supermarket Example: Experience Story 48

49. Going to the Supermarket Example: Experience Story 49

50. Toothbrushing Example: Social Story 50

51. Incorporating the other senses (touch, taste, smell) Following Recipe Sequence the recipe (What came first?) Recipes, Shopping Lists, Environmental Labels 51

52. Recipes, Shopping Lists, & Environmental Labels 52

53. Actual objects that students are familiar with Hot Glue/Gorilla Glue Velcro Various Textured Materials – American Printing House (APH) : Carousel of Textures – Craft Stores: Wiki Sticks, Scrapbooking Paper, Pipe Cleaners, Popsicle Sticks, Materials: How to Make Tactile Books at Home? 53

54. Thank you! Remember… make it meaningful! 54

55. Christa Hulburt, M.Ed Adapted Literacy and the Transition into Formal Literacy 55

56. Who are we teaching? Students with cognitive impairments Functioning beyond a pre-literacy level What do we want them to learn? 1.The benefits of reading 2.How to discuss information with others 3.Vocabulary acquisition 56

57. How do we make literacy curriculum accessible to these students? Appropriate assessment through the LMA Break down the content into a hierarchy of information Teach information that is functional and meaningful to students’ lives 57

58. HIERARCHY OF INFORMATION

59. Sentence Structure Vocabulary Real-life experiences Meaningful Characters Accessing the Common Core Lesson Example: CCSS.ELA-LITERACY.RL.K.9. With prompting and support, compare and contrast the experiences of characters in familiar stories 59

60. Comprehension QuestionsSequencing Accessing the Common Core CCSS.ELA-LITERACY.RL.1.2 Retell familiar stories including key details 60

61. What are the next steps in expanding upon basic adapted books? 1.Moving from concrete to abstract 2.Building upon main idea 3.Moving further up in the communication hierarchy, when appropriate 4.Adding complexity 61

62. Work Example: My Classroom Library Created using Boardmaker program Experience stories and Social stories Concepts addressed: – Vocabulary acquisition – Spelling/ word identification – Sequencing events in a story – Sentence structure – Basic comprehension questions 62

63. Comprehension Questions Main Idea, Spelling, Word Identification Work Example: Our Field Trip adapted book 63

64. Sentence Structure Spelling Work Example: My Morning adapted book 64

65. Comprehension and Word Identification Work Example: My Family adapted book 65

66. LITERACY IS ALL AROUND US!!! You can make literacy accessible by… Appropriate assessment Adapted books and story boxes Accommodating for CVI and total Deafblindness Developing skills necessary to move towards formal literacy In conclusion… 66

67. Thank You 67

68. http://www.pathstoliteracy.org/learning-media-assessment Roman-Lantzy, C. (2007). Cortical Vision Impairment: An Approach to Assessment and Intervention. AFB Press. References 68