1. Information Access Tools and Techniques: Teaching Students with Visual Impairments to Effectively Use Digital Audio and Electronic Text Pennsylvania Low Incidence Institute Brenda Loughrey Lynn Fox August 9–10, 2007 Friday

2. 2 Using Context Clues to Build Vocabulary  Students often encounter unfamiliar words in text  Looking up definitions can be disruptive to the reading process  The definition/meaning can sometimes be derived from sentence context  Students need to be able to identify the major types of context clues  Help provide cursory definition  Use multiple strategies to build a more extensive vocabulary (See Handout 12: Context Clues)

3. 3 Context Clues: Example 1 Type of ClueExplanationExample DefinitionThe unknown word is equated to a more familiar word or phrase Entomolgy is the study of insects.

4. 4 Context Clues: Example 2 Type of ClueExplanationExample Restatement or Synonym The meaning is usually right after the unfamiliar word and often separated from the rest of the sentence Meat eaters, that is carnivores, are at the top of the food chain.

5. 5 Context Clues: Example 3 Type of ClueExplanationExample Contrast or Antonym The unfamiliar word is shown to be different from or unlike another word and is often an opposite Mike’s parrot was loquacious but Maia’s said very little.

6. 6 Context Clues: Example 4 Type of ClueExplanationExample ComparisonThe unfamiliar word is shown to be the same as or like another word My brother is enthralled by birds similar to the way I am fascinated by insects.

7. 7 Context Clues: Example 5 Type of ClueExplanationExample The unfamiliar word is cleared up by giving an example The archeologist found different amulets, such as a rabbits foot and bags of herbs, near the ancient alter.

8. 8 Context Clues: Example 6 Type of ClueExplanationExample List or SeriesThe unfamiliar word is included in a series of related words that give an idea of the word’s meaning North American predators include grizzly bears, pumas, wolves, and foxes.

9. 9 Context Clues: Example 7 Type of ClueExplanationExample Cause and EffectThe meaning of an unfamiliar word is signaled by a cause-and- effect relationship between ideas in the text Due to a dearth of termites, the aardvark starved to death.

10. 10 Context Clues: Example 8 Type of Clue ExplanationExample Description or Inference The meaning of an unfamiliar word can be inferred from the description of a situation or experience The monkey’s vociferous chatter made me wish I had earplugs.

11. 11 Context Clues: Simulated Practice Go to Exercise 05: Context Clues to complete the following three simulations:  Part A: Print Practice Define italicized words  Part B: Deriving Meaning from Context Use context information to define term  Part C: Listening Practice Take detailed notes based on assigned passage

12. 12 Bookshare.org  On-line community organized to legally share scanned books  Volunteers and members manage book collection to eliminate duplicate effort Books are available to individuals with visual impairments and reading disabilities  Accessible formats are available as:  NISO/DAISY digital talking book standard  Braille digital format BRF (See Handout 13: Bookshare.org)

13. 13 Bookshare.org Demo  Listen to a Bookshare.org book sample Alice’s Adventures in Wonderland  Playback modes:  DAISY Text vs. Windows Text  Select from Edit Menu or press “Z”

14. 14 How to Summarize Fiction  Teach students to use the 5Ws Who, What, When, Where, Why  Summarize text like a journalist by answering the following questions:  Who is the passage about?  What is this character/thing doing?  When is this happening?  Where is this happening?  Why is this happening? (See Handout 14: Summarize Fiction)

15. 15 Summarize Fiction: Simulated Practice Go to Exercise 06: Using the 5Ws to Summarize Fiction to complete the following simulation:  Open Alice’s Adventures in Wonderland  Open MS Word document titled: Template – Using the 5Ws to Summarize Fiction  Begin reading and recording notes on template

16. 16 Data Storage and Transfer Basics  Students and TVIs need to know how to share information between adapted PDAs, computers, printers, and embossers  Complete these tasks through use of:  Cables  Data Storage Media  Software (See Handout 15: Data Storage and Transfer Basics)

17. 17 Cables  Used to directly connect note taker or PDA to a computer, printer, or embosser  Types:  Serial  Parallel  USB

18. 18 Data Storage Media  Small external data storage devices to copy to and from  Types  Compact Flash Cards  PC Cards (also called PCMCIA Cards)  Secure Digital Cards (also called SD Cards)  USB Memory Drive (also called USB Key, Stick, or Thumb Drive)

19. 19 Connections  Wireless Connections  Infrared  Bluetooth  ActiveSync  Free Microsoft add-in program  Allows computer and PDA to easily share files, email messages, Outlook contacts, calendar, etc.  A powerful and flexible tool to have information in real time

20. 20 File Types  Files created in some applications can be transferred directly to note taker or adapted PDA  Common Types:  Text Files (.txt)  Word Documents (.doc)  Picture Files (.gif,.tif,.pcx, etc.)  Excel Files (.xls)  HTML Files (.htm)  Adobe’s Portable Document Format (.pdf)

21. 21 Using JAWS to Access PDF Files and HTML Documents  Refer to Handout 16: JAWS Commands for HTLM Use reference sheet for basic JAWS navigation commands  Use this handout in conjunction with the guided practice accessing a variety of PDF Files (See Handout 16: JAWS Commands for HTML)

22. 22 Roundtable Discussion Exploring Strategies for Promoting Independent Information Access for Our Students Let’s process the new strategies just introduced to practically apply them to our day-to-day teaching.

23. Points to Ponder Post-Workshop Exercise Questions and Answers Workshop Wrap-up