1. Duncan McGregor July 2015

2. Learning Media Assessment An objective evaluation tool that gathers three types of information on a student who is visually impaired:  sensory channels (visual, auditory, tactual)  general learning media (materials, methods)  literacy media (braille, print—not audio)

3. Sensory Channels  The efficiency with which the student gathers information from the three primary sensory channels: - vision - touch - hearing

4. Generally Learning Media The general learning media the student uses to accomplish learning tasks:  Materials - real objects - models - diagrams tactile, enlarged or visually enhanced  Methods - demonstration/modelling - prompts (verbal, physical) - listening

5. Literacy Media  A part of learning media  Based on sensory channel(s) student will use for reading and writing  May include: regular print regular print with low vision aids large print braille or a combination of these

6. Literacy Media  initial determination of literacy media (Form 5)  ongoing assessment of literacy media (Form 6)  may not apply to some students with additional disabilities. Some may work on functional literacy, others won’t work on literacy at all (functional learning media).

7. Components of LMA Students in Conventional Literacy Programs (page 8) Determine use of sensory channels Form 2: Use of Sensory Channels Specify general learning media Form 3: General Learning Media Checklist Select literacy media Select initial literacy medium for formal literacy instruction Form 4: Indicators of Readiness for Conventional Literacy Program Form 5: Initial Selection of Literacy Medium Assess literacy media on continuous basis Form 6: Continuing.Assessment Form 7 Literacy Tools Inventory Determine relative effiiciency for reading in various print media PMAP: Screening, comprehensive

8. Components of LMA Students in Functional Literacy Programs (page 9) Determine use of sensory channels Form 2: Use of Sensory Channels Specify functional learning media Form 8: Functional Learning Media Checklist Select functional literacy media Select initial literacy medium for functional literacy instruction Form 9: Indicators of Readiness for Functional Literacy Program Form 10: Initial Selection of Functional Literacy Medium Assess functional literacy media on continuous basis Form 11: Continuing Assessment of Functional Literacy Media

9. Factors that Influence the Decision to Introduce Braille  Severity of visual impairment? Progressive eye condition? Central scotoma?  Shows preference for exploring tactually  Reading speed (independent from other disabilities)  Print size  Distance from print  Fatigue (headaches, eye strain)

10. Essential Pieces of the Puzzle  Accurate, detailed, recent medical information  Observable, measurable behaviours (LMA results) in variety of environments (classroom, outdoors, community)  Student input and support  Parent input and support  School input and support

11. Sensory Channels Form 2  Observe student in different environments (classroom, playground, field trips)  Observe and record behaviours as they occur. Live is better than video.  Record only concrete, observable behaviours—those that involve some motor action or response.  Continuous and discrete behaviours  Primary channel □  Secondary channels ○

12. General Learning Media Form 3  Distance and near  Use sensory channels results (Form 2)  Primary sensory channel: check off media student is using now, and media they may be using in the future  Secondary sensory channel: check off media, as above

13. Initial Selection of Literacy Media  Form 4: Indicators of Readiness - When student consistently demonstrates behaviours, it’s time to think about selecting initial literacy medium

14. Initial Selection of Literacy Media  Form 5: Initial Selection - Section 1: 1 st 6 – sensory channels next 5 – gathering info for near tasks  Give student opportunities to experience these activities before making decision  Section 2: Working distances/Size  Additional observations: - include implications of eye conditions, parental support, etc.

15. Initial Selection of Literacy Media  Don’t just count the Vs and T/Os  “Professional judgment is still the most critical element in the interpretation of these data.”  Please read Chapter 4 (pp. 37-54) and Chapter 5 on continuing assessment (pp. 55-80)