Beginning with Braille: Challenges and Choices
Beginning with Braille: Challenges and ChoicesAnna M.
SwensonBraille Literacy [email protected] NFB Braille
SymposiumSeptember 29, 201212This text has been extracted from a
graphic organizer
ChallengesDiversityEmergent LiteracyCurriculumInclusion
ChoicesAssessmentGoalsSettingStrategiesLearning Activities
OutcomesMotivationEngagementLearningECC proficiency
Collaboration3Graphic: three gears, one small, one medium, and one
large are interlocked with arrows around them showing the direction
of rotation. The small gear is labeled Student and Family. The
medium gear is labeled Teacher of the Visually Impaired. The large
gear is labeled Support Staff, Gen. Ed. Teacher and Others. 3Road
Map The ABC Braille Study and its implicationsChoices:Emergent
literacy for Braille readersFormal literacy learning: Incorporating
Braille instruction into the standard curriculumQuestions and
discussion4To contract or not to contract?5
That was the question that launched the ABC* Braille
Study.Alphabetic Braille and Contracted Braille
5the (contracted) or the (uncontracted). The aforementioned text
appears in SimBraille on the slideThe Braille StudyResearch focus:
Are there differences in the childrens reading & writing
performance based on whether they were initially taught in
contracted or uncontracted Braille?Longitudinal study,
2002-2007Children w/o other disabilities in grades pre-k through
4Half of teachers started students with contracted Braille, half
with uncontracted. (Teachers choice)Team of researchers both
qualitative & quantitative data6ABC9/18/20126Major Findings
Emerson, Holbrook, & DAndrea, (2009). Acquisition of literacy
skills by young children who are blind: Results from the ABC
Braille StudyStudents [with no additional disabilities] who were
introduced to more contractions earlier in instruction performed
better on reading measures, such as vocabulary, decoding, and
comprehension. Students who are blind, regardless of whether they
started with contracted or uncontracted Braille, are falling behind
their sighted peers and not acquiring reading skills at the rate
they should.79/18/201278Implications for Real-Life Teaching: One
Teachers Interpretation8This text has been extracted from a graphic
organizer.Implications1. Teaching the Braille Code2. The Role of
the TVI in Teaching Reading3. Assessment4. Literacy
InstructionEarly Emergent LiteracyFor Preschoolers and Older
Students with Additional Learning Challenges99Linking Concepts to
Literacy: Maxs Home Depot Book
10Square tileSquare of carpetLight switchOutlet and plugScrews
and nails (big & little)ChainTape measureNuts and bolts (big
& little)Piece of wood
Photo: Max's Home Depot Book10Interactive Read-Alouds11
This text has been extracted from a graphic organizer.
MotivationBook LanguageVocabularyHigher Level
ThinkingConcepts11Maximum Meaningful Hands-on Braille
Time**Demystify Braille for the other members of the IEP teamModel,
model, modelEncourage early literacy behaviors: pretend reading,
scribbling, sounds 121213Braille Illustrations (Lamb, 1996)
9/18/201213Photo:Road, bus, parent, & childThe following
appears in SimBraille on the slide. The combination of Braille
characters creates an image that could be interpreted to be a
parent and child waiting for the bus which is coming down the
road.
---- forforforforforfor -------
for like A Suggested Approach to Teaching Braille14STEP 1
(Controlled, contracted text) PRESCHOOLTactile sight words,
including easy contractionsFamiliar names and motivating wordsSTEP
2 PRESCHOOL into KINDERGARTENLetters of the
alphabetNumbersBeginning decoding skills (CVC words) STEP 3
(Uncontrolled, fully contracted text) KINDERGARTEN ONContractions
taught as they appear in reading materialsMore complex decoding
skills9/18/201214This text has been extracted from a graphic
organizer.STEP 1 (Controlled, contracted text) PRESCHOOLTactile
sight words, including easy contractionsFamiliar names and
motivating wordsSTEP 2PRESCHOOL into KINDERGARTENLetters of the
alphabetNumbersBeginning decoding skills (CVC words)STEP 3
(Uncontrolled, fully contracted text) KINDERGARTEN ONContractions
taught as they appear in reading materialsMore complex decoding
skillsMotivating Words 15
15Photo: This student activity shows two words (spider and ant)
in three formats. On the left the words appear in contracted
SimBraille, in the middle the words appear in print, on the right
is a picture representation of the word.Its a Race! Reading
Connected Text16
16The following story appears in contracted SimBraille and print
on the slide.go ant go spidergo go antgo spider gogo ant and spider
go go goWhat about the dots of the Braille cell?Sadie and I talked
about how the Y has a head, a body and feet. Then she said, but it
doesn't have a belly. I loved that, and of course I went on about
what a smart observation that was!17
17Photo 1: a full cell with the dot numbersPhoto 2: a y in
SimBrailleBenefits of Braille Instruction for Non-Traditional
LearnersOral language, vocabulary, communication skills
developmentFunctional uses, e.g. Labeling belongings or items used
in pre-vocational tasksDevelopment of independent work
skillsSocialization: e.g., games / sharing booksGeneral knowledge
of gen. ed curriculumStepping stone to formal academic
instruction1818I-M-ABLE (Dr. Diane Wormsley)Individualized
Meaning-centered Approach to Braille Literacy
EducationStudent-centered: Totally individualized and highly
motivatingAppropriate for wide range of learnersKey words of
interest to the learner = basis for instruction (i.e., phonics,
spelling, reading connected text all taught with key words)Whole to
part approach: Language of TouchContractions taught from the
beginningResources: Book and articles
1919Literacy Learning in the Early Primary GradesIncorporating
Braille instruction into the standard curriculum
2020The Balancing ActINCLUSION INDIVIDUAL INSTRUCTIONTalk about
booksShare writingParticipate in reading groupLearn classroom
behaviors necessary to function as part of a group, including
independent work habitsDevelop social skillsWork on the Braille
code within the context of reading instructionPreview classroom
activities, e.g., book for reading groupAddress goals and
objectives related to the Expanded Core Curriculum21
21Image: tightrope walkerConsiderations What is the childs
performance level in each area of literacy? (based on Gen ed and
Braille-specific assessments)Am I providing sufficient service time
to allow flexibility in when I choose to work with the child
individually? Would a greater amount of pull-out now make more
inclusion possible later on?Based on on-going data collection,
should I consider changing the balance?2222FIVE TIPS FOR
FACILITATING INCLUSION23231. Prioritize positive collaboration with
classroom teachersThe ownership challengeStep back (19
Ways)Reassure teachers about visual assignmentsSet high
expectations from the beginning (video)Be sensitive to the multiple
demands on classroom teachers time and plan contacts
strategicallyContribute to the learning of other children in the
classAssess and evaluate the students progress togetherListen to
classroom teachers concerns24
24Image: two people shaking hands3. Take advantage of
instructional materials that facilitate inclusionWord
PlayHouseEarly Braille Trade Bookshttp://tech.aph.org/ebt/ 25
Photo 1: Word PlayHousePhoto 2: Early Braille Trade Books254.
Promote independent work habitsBeware of learned helplessnessStep
backStart during individual instructionPreview assignmentsTeach
organizational skills
2626Temporary (Invented) Spelling27
27Photo: Student Braille work sampleThe text below appears in
SimBraille and print on the slide and is identical to the Braille
in the work sample photo.I wgld more tth5. Advocate for
technologyExpand childrens access to a wide variety of devicesSolve
the Computer Lab dilemmaLet our students join the 21st century!
28
28Continuing the discussion How can we provide TVIs with the
background in literacy instruction they need to teach children who
are learning to read in Braille? In response to the results of the
ABC Braille Study, how can we improve literacy outcomes for our
Braille readers? What factors contribute to successful inclusion
for students who read Braille?How do we encourage parents to become
involved in their childrens concept development and literacy
learning? (including learning Braille)How can we get technology
into the hands of our younger learners? What is the optimum balance
between paper-based and paperless Braille devices for beginning
Braille students?How do we meet the literacy needs of potential
Braille students who are non-traditional learners?2929
