Beginning with Braille: Challenges and Choices

Anna M. SwensonBraille Literacy Consultant

annaswenson@cox.net NFB Braille Symposium

September 29, 2012

CHALLENGES• Diversity• Emergent

Literacy• Curriculum• Inclusion

CHOICES• Assessment• Goals• Setting• Strategies• Learning

Activities

OUTCOMES• Motivation• Engagement• Learning• ECC

proficiency

Support Staff, Gen.

Ed. Teacher and Others

Teacher of the

Visually Impaired

Student and Family

Collaboration

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Road Map … The ABC Braille Study and its implicationsChoices:

Emergent literacy for Braille readersFormal literacy learning: Incorporating Braille

instruction into the standard curriculumQuestions and discussion

To contract or not to contract?

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That was the question that launched the ABC* Braille Study.

Alphabetic Braille and Contracted Braille

The Braille StudyResearch focus: Are there differences in the children’s

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

data

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Major Findings Emerson, Holbrook, & D’Andrea, (2009). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille Study

“Students [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.”

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1. Teaching the Braille Code

2. The Role of the TVI in Teaching Reading

3. Assessment4. Literacy Instruction

Implications

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Implications for Real-Life Teaching: One Teacher’s Interpretation

Early Emergent LiteracyFor Preschoolers and Older Students with Additional Learning Challenges

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Linking Concepts to Literacy: Max’s Home Depot Book

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Square tileSquare of carpetLight switchOutlet and plugScrews and nails (big & little)ChainTape measureNuts and bolts (big & little)Piece of wood

Interactive Read-AloudsMotivation

Book Language

VocabularyHigher Level Thinking

Concepts

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Maximum Meaningful Hands-on Braille Time**Demystify Braille for the other

members of the IEP teamModel, model, modelEncourage early literacy behaviors:

pretend reading, scribbling, sounds …

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Braille Illustrations (Lamb, 1996)

A Suggested Approach to Teaching Braille

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STEP 1 (Controlled, contracted text) PRESCHOOL• Tactile “sight words”, including easy contractions• Familiar names and motivating words

STEP 2 PRESCHOOL into KINDERGARTEN• Letters of the alphabet• Numbers• Beginning decoding skills (CVC words)

STEP 3 (Uncontrolled, fully contracted text) KINDERGARTEN ON• Contractions taught as they appear in reading materials• More complex decoding skills

Motivating Words …

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It’s a Race! Reading Connected Text

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What 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!”

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Benefits 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 instruction

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I-M-ABLE (Dr. Diane Wormsley)Individualized Meaning-centered Approach to Braille Literacy Education

Student-centered: Totally individualized and highly motivating

Appropriate 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 Touch”Contractions taught from the beginningResources: Book and articles

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Literacy Learning in the Early Primary GradesIncorporating Braille instruction into the standard curriculum

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The Balancing ActINCLUSION INDIVIDUAL INSTRUCTIONTalk about booksShare writingParticipate in reading groupLearn classroom behaviors

necessary to function as part of a group, including independent work habits

Develop social skills

Work on the Braille code within the context of reading instruction

Preview classroom activities, e.g., book for reading group

Address goals and objectives related to the Expanded Core Curriculum

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Considerations …• What is the child’s 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?

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FIVE TIPS FOR FACILITATING INCLUSION

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1. 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 student’s progress togetherListen to classroom teachers’ concerns

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3. Take advantage of instructional materials that facilitate inclusion

Word PlayHouse Early Braille Trade Bookshttp://tech.aph.org/ebt/

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4. Promote independent work habitsBeware of “learned helplessness”Step backStart during individual instructionPreview assignmentsTeach organizational skills

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Temporary (Invented) Spelling

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5. Advocate for technologyExpand children’s access

to a wide variety of devices

Solve the Computer Lab dilemma

Let our students join the 21st century!

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Continuing 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 children’s

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?

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