Writing to Read

Engaging Interac,ons: Wri,ng to Read for students who are deaf-­‐
blind or blind/VI with mul6ple disabili6es Megan Mogan, CCC-­‐SLP Sea?le Combined Summer Ins6tute July 23, 2015 Outcomes •  Iden6fy ways in which to correspond early communica6on and literacy goals with func6onal daily classroom ac6vi6es. •  Learn how to implement a lesson-­‐planning framework that considers using the unique background experiences and intense interests of the deaf-­‐blind early communicator as topics of engaging literacy and communica6on interac6ons. •  Observe video, photo, and hard-­‐copy examples of accessible literacy materials used within ac6vi6es for students with a range of early language and communica6on needs NTAC Outcomes and Performance Indicators (OPIs) •  Learn strategies for implemen6ng appropriate recep6ve and expressive language and communica6on throughout the day. (SP.07.e) •  Learn strategies for providing opportuni6es for emergent literacy learning throughout the classroom and throughout the day. (SP.12.c) •  Learn to provide opportuni6es for social interac6ons across a variety of individuals and environments (e.g., classroom, cafeteria, school yard). (SP.15.h) Session Three Overview: Wri,ng to Read 1.  Expanding the Defini6on of Wri6ng 2.  Literacy Across the Day! 3.  Wri6ng to Read –  Ac6vity Examples What do think of when you hear the word “Wri6ng?” “People hoping to enlarge literacy opportuni6es for people who are deaf-­‐blind need to con6nue to invent ways to make literacy available. The possibili6es are countless.” – Barbara Miles Chris6anson, K. Wri,ng is Sending Partner sends communica6on to student (Expressive) Student sends communica6on to another person (Expressive) Expressive Communica6on Forms Unconven,onal Forms Body Movements Head turns Eye Gaze Ac6ons on people and objects Conven,onal Forms Signals Gestures and Poin6ng Vocaliza6ons Conven,onal, Symbolic Forms Pictures Photos Drawings Objects Par6al Objects Sign Language Speech Braille Print Literacy Across the Day For students in self-­‐contained classrooms… Instruc6onal 6me is frequently lost to other ac6vi6es such as repairing technology, moving in and between classrooms, toile6ng, ea6ng, and a?ending therapies. (Koppenhaver & Yoder, 1993) 1) limited use of conven6onal communica6on forms 2) limited instruc6onal 6me for a student with significant sensory, motor, and/or cogni6ve needs? Less ,me spent with meaningful Literacy Materials he/she can understand and share with others. Literacy Across the Day “Good Kindergarten Teachers read from at least 12 different texts a day!” (Pressley et al, 2001) Where do I begin? Literacy Across the Day Consider Minimizing the Importance of Communica,ve Form as a Goal (Hagood) Many students who only know one form (such as speech or sign language) use them less for a restricted number of •  topics •  purposes •  partners Literacy Across the Day Consider Minimizing the Importance of Communica,ve Form as a Goal (Hagood) Less Abstract forms (gestures, objects, pictures) •  more func6onal for many students •  more universally understood by partners Instead, listen…….. •  To my hands •  To my movements •  To my touch •  To my pallor •  To my breathing •  For my laughter Chris6anson, K. Quick Ac6vity Find your partner and choose a sender and a receiver. Posi6on yourselves so the receiver’s back is to the screen (if possible) The Sender should be able to read the messages that will appear on the slides and then send those messages to the partner The receiver will write down 1) the form(s) being used to send the message 2) his/her best guess at the message Takeaways We need to become skilled “listeners” to our student’s many communica6on forms. Responding and A?aching meaning to the sender’s forms builds expressive communica6on…….and LITERACY! Literacy Across the Day Let’s ShiQ our Focus… Use a student’s current expressive forms to increase •  the number of contexts across which she can communicate (expanding skills) •  the number of people with whom he can communicate (building interac6ons) ….The amount of texts and higher forms he/she will eventually have access to! Review Remember… We already have topics ü  Chosen by the Student ü  Hands-­‐on ü  High-­‐Interest ü  Experience-­‐Based We already have a learning medium ü  Mul6ple, preferred forms, with special a?en6on to the sense of touch ü  Amer a lot of INPUT and modeling in natural contexts Now Let’s get Wri6ng! Make your own Library of Reading Materials to access all day long! –  Student-­‐centered –  Age-­‐appropriate –  Familiar, Experience-­‐Based –  Wri?en in understandable forms (with opportuni6es to learn new forms) –  Opportuni6es for social interac6ons with others Making a Permanent Library
“BURP! Excuse me.” President Obama reading aloud in a library Tac6le books Story Boxes/Bags Anthology collec6ons Tape Recorder Single-­‐Bu?on AAC devices –  Student-­‐led Performances –  Regular in-­‐class readings (invite guest readers) –  Bulle6n Board displays – 
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Sharpies! Glue Gun! Post-­‐It Notes 3 ½ x 5 notecards Magic Markers Paper (Braille, Copy, Lined, Cardstock, etc.) Ziploc bags and containers Pencils (for joqng quick notes on pages) Stapler 3-­‐hole punch • 
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Tape Scissors APH textured paper APH braillable Label Sheets Foam Brailler, Laptop, keyboard Recording Device Velcro Mini Photo Albums Binders File holders Lo-­‐Tech AAC devices Materials Where do I go? What should we consider our goals for “Wri6ng” with students who are blind/Deaf-­‐blind with addi6onal disabili6es? •  The student should be able to share (READ) his/her finished work at his/her highest level of independence with different people, at different 6mes •  Someone who was not present for the wri6ng ac6vity/experience should be able to understand the student’s finished work Wri6ng to Read Examples of Original Works •  Poetry/Chants/Melodies •  Experience Books •  Journaling •  Adapted Adapted Literature •  Literacy Skill Builders Years from Now
"Although I cannot see your face
As you flip these poems awhile,
Somewhere from some far-off place
I hear you laughing-and I smile."
Shel Silverstein
Poetry, Chants, and Melodies •  Promotes Movement •  Crosses Cultures! •  Repe66ve, Pa?erned •  Can use short phrases, single words, nonsense sounds, or just ac6ons/movements •  Can “recycle” exis6ng melodies and poems Cap6on: Student uses his body as an instrument during a movement-­‐based chant Rhythm, Rhyme, Memory and Learning “The region of the brain where memories of our past are supported and retrieved also serves as a hub that links familiar music, memories and emo6on.” h?p://news.ucdavis.edu/search/news_detail.lasso?id=9008 Poetry/Chants/Rhythms Video and Audio examples Poetry/Chants/Rhythms Using Pa?erned Text h?p://www.pathstoliteracy.org/
create-­‐original-­‐pa?erned-­‐text Experience Books • 
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(Hagood, Pathstoliteracy.org) Acknowledges/Confirms student’s thoughts and ideas Connects and organizes people and events Builds rela6onships through wri6ng together Establishes perspec6ve needed to read and hear other peoples’ stories •  Develop iden6ty (cultural or other) through crea6on of ar6facts Experience Books (how to) 1) Have accessible, book-­‐
making materials available 2) Par6cipate in a mo6va6ng student-­‐centered experience 3) Observe your student and iden6fy the parts of the experience that were important to him/her Experience Books (how to) 4) Collect ar6facts or objects that remind the student of his/
her favorite parts of the experience 5) Record the student’s favorite parts of the experience with the student, using his/her preferred mode of communica6on 6) Label the page(s) of the Experience book in permanent forms (print, braille) Experience Books (how to) 7) Read the book with your student (many 6mes!) 8) Model how to share the book with others (include hints in the book for others to read in order to indicate how the student prefers to share his/her Experience Book) Experience Books Video and/or Audio Example Journaling •  Use a single word, piece of an object (with a print/braille label), an object in a plas6c zip-­‐
baggie, and iPad app, a photo, a black and white line drawing •  Can bridge communica6on between school and home •  Makes you a li?le more crea6ve and hands-­‐on, so your student has something to journal about! Journaling Some Resources: School-­‐Home Journals h?p://www.pathstoliteracy.org/school-­‐home-­‐
journals Orienta6on and Mobility “Route” Journals h?p://www.pathstoliteracy.org/o-­‐and-­‐m-­‐
literacy-­‐routes-­‐journals Adapted Adapted Literature Take the concepts, ideas, and formats from stories, fables, and poems in the curriculum and re-­‐write them with your students by using: –  The students as the characters –  The immediate classroom environment as the seqng –  Recent experiences and daily rou6nes as the plot –  Quality Learning Media to represent vocabulary and concepts from students’ own experiences. Adapted Adapted Literature Video and/or Audio Example Adapted Adapted Literature Reader’s Theatre Bark, George By Jules Feiffer I Ain’t Gonna Paint no More By Karen Beaumont Stone Soup Tradi6onal folktale Making your own “tools” to develop tac6le (or other) literacy skills •  Alphabet Books h?p://www.pathstoliteracy.org/strategies/mo6va6ng-­‐older-­‐
adolescents-­‐who-­‐are-­‐emerging-­‐readers •  Tac6le Alphabet Wall h?p://www.pathstoliteracy.org/accessible-­‐communica6on-­‐
and-­‐literacy-­‐building-­‐tac6le-­‐alphabet-­‐charts •  Tracking Sheets h?p://www.pathstoliteracy.org/its-­‐not-­‐silly-­‐me-­‐literacy-­‐and-­‐
communica6on-­‐ac6vi6es-­‐students-­‐visual-­‐impairment-­‐and-­‐
au6sm Remember Wri,ng= Sending: Use your student’s current communica6on forms to WRITE original works she can share/read •  with different people •  at different 6mes at her highest level of independence References Chris6anson, Karen. “Inten6onal Communica6on.” Powerpoint Presenta6on, 2011. Hagood, Linda. Communication: A Guide for Teaching Students with Visual and Multiple Impairments. Austin, TX: Texas School for the Blind and Visually Impaired, 1997. Print. Hagood, Linda. “Paths to Literacy.” Play Based Experience Stories. Web. 15 June 2015) Hagood, Linda. “Paths to Literacy.” Wri6ng CAN be Child’s Play: A Collabora6ve Wri6ng Program for Children with Disabili6es. Web. 17 June 2015) Koppenhaver, David, and David Yoder. "Literacy Learning of Children with Severe Speech and Physical Impairments in School Seqngs." Seminars in Speech and Language Semin Speech Lang: 143-­‐53. Print. Pressley, M., Allington, R., Wharton-­‐McDonald, Block, C., & Morrow, L. (2001). Learning to Read: Lessons from Exemplary First-­‐Grade Classrooms. New York: Guilford Press. Rowland, C. (2003). Online Communication Matrix [Web site]. Portland, OR: Oregon Health & Science University, Design to Learn Projects Website, Retrieved 2015 from http://communicationMatrix.org