Supporting Emergent Literacy Development in Students who are Deafblind

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Supporting Emergent Literacy Development in Students who are Deafblind. NCDB Topical Conference May 13, 2008 Amy R. McKenzie, Ed.D. Florida State University Program in Visual Impairments. Presentation Outline. Literacy Defined The Fundamental Truths Barriers to Literacy Development - PowerPoint PPT Presentation

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<ul><li><p>Supporting Emergent Literacy Development in Students who are DeafblindNCDB Topical Conference May 13, 2008</p><p>Amy R. McKenzie, Ed.D.Florida State UniversityProgram in Visual Impairments</p></li><li><p>Presentation Outline Literacy Defined The Fundamental TruthsBarriers to Literacy DevelopmentResearch FindingsRecommendations </p></li><li><p>Emergent Literacy DefinedEmergent literacy is the process of developing literacy that begins at birth and ends when children begin to engage in conventional or functional reading and writing (Sulzby &amp; Teale, 1991)</p></li><li><p>Literacy and Student who are DBStudents with deafblindness may or may not attain conventional literacy skillsHowever, many students with deafblindness will attain functional literacy skillsAdditionally, communication is often the primary need for this student population</p></li><li><p>Literacy and Students who are DBliteracy is communication especially when the concepts and issues are applied to students with visual impairments and additional disabilities. In this respect, then, literacy is the most basic foundation for all learning, for receiving and imparting information, and for initiating interactions with others. (Langley, 2000) </p></li><li><p>The Fundamental Truths</p></li><li><p>The Fundamental TruthsThe following fundamental truths are borrowed from Alan Koenig &amp; Cay Holbrooks keynote presentation at the Getting in Touch with Literacy Conference in Philadelphia 2001 </p></li><li><p>The Fundamental TruthsEvery child who is deafblind has the right to attain literacy to the greatest extend of his or her abilities.</p></li><li><p>The Fundamental Truths2. All students who are deafblind have the right to literacy instruction from qualified personnel, including a teacher of students with visual impairments, a teacher of students who are deaf or hard of hearing, and a deafblind specialist. </p></li><li><p>Barriers to Literacy Development for Students who are Deafblind </p></li><li><p>Barriers to Literacy Development1. The low incidence nature of deafblindnessThis is a numbers issue! </p></li><li><p>Barriers to Literacy Development2. The lack of knowledge about deafblindness of general educators, special educators, and related service providers This is a preservice training issue! </p></li><li><p>Barriers to Literacy Development3. The limited knowledge and skills for working with students who are deafblind of teachers of students with visual impairments &amp; teachers of the deaf and hard of hearingAgain, this is a preservice training issue! </p></li><li><p>Barriers to Literacy Development4. The limited supply of qualified personnel to work with students who are deafblindThis is a preservice funding issue! </p></li><li><p>Barriers to Literacy Development5. The limited or lack of knowledge regarding the unique needs and literacy needs of students who are deafblind by administrators, departments of education, and legislaturesThis is an advocacy issue! </p></li><li><p>Barriers to Literacy Development6. The lack of curricular publications and materials for literacy instruction of students who are deafblindThis is a low-incidence issue!</p></li><li><p>Barriers to Literacy Development7. The belief that many students who are deafblind are nonreaders This is an awareness issue! </p></li><li><p>Barriers to Literacy Development8. A lack of research! This is a field-wide issue! </p></li><li><p>Emergent Literacy Supports for Students who are Deafblind: Research Findings</p></li><li><p>Study Background InformationQualitative, multiple case study involving 4 schools 6 classrooms for students with deafblindness or visual impairments18 student participants Ages ranges from 3.25-21.8 years; mean age of 11.3 years100% had additional disabilities </p></li><li><p>Study Background InformationData collected: Environmental SupportsTeaching Strategies &amp; Activities Assessment ReportsIEP Goals &amp; ObjectivesIEP Accommodations &amp; Supplementary Aids/Service </p></li><li><p>Environments and Activities On average, 46% of the environmental characteristics supported by el research were observed On average, 51% of the teaching strategies and activities supported by el research were observedSee Table 1 &amp; 2</p></li><li><p>Assessment Reports </p><p>100% eye reports 100% audiologist reports 94% FVE 11.1% LMA64.7% Communication Assessment (Partial) 55% O&amp;M Evaluations </p></li><li><p>IEPs27.6% of goals communication14.2% of goals literacy 24.2% of accommodations communication22.7% of accommodations literacy</p></li><li><p>Other Significant FindingsIn 5 of the 6 classrooms, the print rich environment was inaccessible to the students who are deafblind The most academic classroom displayed the fewest characteristics supported by the el research </p></li><li><p>Other Significant FindingsAll related service providers reported supporting emergent literacy developmentAll paraprofessionals reported supporting emergent literacy development </p></li><li><p>Other Significant FindingsDiscrepancies between classroom teacher interviews, observations, and IEP reviews existed All classroom teachers reported being a facilitator of literacy development Two classroom teachers reported their students were nonreaders </p></li><li><p>Other Significant FindingsOne classroom teacher graduated from a deafblind training program; no other classrooms had contact with such trained professionalsOne classroom had contact with a teacher of the deaf &amp; hard of hearing</p></li><li><p>Other Significant Findings Two classroom teachers were trained as teachers of students with visual impairments; no other classrooms had access to a teacher of students with visual impairments </p></li><li><p>Recommendations</p></li><li><p>Emergent Literacy Practices Continue and increase the use of age appropriate environmental characteristics and activities that support emergent literacy development Increase the use of accommodations for access to environmental print in students assessed learning media </p></li><li><p>Emergent Literacy PracticesIncrease the use of learning media assessments (LMAs) for students who are deafblind Decrease the use of the terminology nonreader when referring to students in the emergent literacy phase of literacy development </p></li><li><p>Practices in the FieldInclude information on deafblindness in preservice and inservice training for general educators, special educators, and related service providers </p></li><li><p>Practices in the Field Increase information on the literacy needs of students who are deafblind in preservice and inservice training of teachers of students with visual impairments and teachers of the deaf &amp; hard of hearing </p></li><li><p>Practices in the Field Increased advocacy for funding to existing and new preservice programs training deafblind specialists </p></li><li><p>Practices in the FieldIncreased advocacy to bring about awareness of administrators, departments of education, and legislatures regarding the unique literacy needs of students who are deafblind </p></li><li><p>Practices in the FieldIncreased demand for and creation of literacy curricular materials for students who are deafblind </p></li><li><p>Practices in the Field RESEARCH! First, we need to build a foundation of knowledge regarding current practices and standardsNext, we need to expand intervention-based research regarding current and new practices and standards </p></li><li><p>Contact InformationAmy R. McKenzie, Ed.D.Assistant ProfessorProgram in Visual ImpairmentsCollege of EducationFlorida State Universitymckenzie@coe.fsu.edu 850-645-6588</p><p>NCDB Topical ConferenceMcKenzie, 2008NCDB Topical ConferenceMcKenzie, 2008NCDB Topical Conference2 schools for the blind, 1 non-profit agency for preschoolers with visual impairments, 1 local school districts</p><p>Classes:Deafblind classroom for all ages (6-22)DB classroom for preschoolDB Secondary programDB PreschoolVI Kindergarten </p><p>Additional Disabilities:Language impairments, cognitive impairments, and developmental delays McKenzie, 2008NCDB Topical ConferenceAssessment:90% eye report59% - O&amp;M</p><p>IEPs-Many students had very few accommodations listed average 8/student -Many students had no Supplementary Aids/Services listed-What are the implications for IEP transfer? McKenzie, 2008</p></li></ul>

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