Anne Spitz, M.Ed.

Teacher of the Visually Impaired

nathespitz@aol.com

Perkins Webinar 2014

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Times have changed…

Previously… either print or braille.

Now… some learners benefit from both print and braille

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Functional Vision

Assessment

Learning Media

Assessment

Determination of Learning

Media

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Federal Register/IDEA “The IEP team must—* * * (iii) in the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child …” Educating Blind and Visually Impaired Students; Policy Guidance; Federal Register; Vol. 65, No. 111; Thursday, June 8, 2000

http://www.gpo.gov/fdsys/pkg/FR-2000-06-08/pdf/00-14485.pdf

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Functional Vision Assessment Determine current level of visual functioning in

school, home and community

Conducted upon initial eligibility, after a change in visual functioning, or at least every 3 years

Essential to understanding how child utilizes vision in school environment

Can vary significantly from a clinical assessment

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Learning Media Assessment General and Ophthalmological Information

Functional Vision Assessment

Background Information

Use of Sensory Channels

Reading and Writing Assessment

Literacy Tools

Summary

Recommendations

Recommended yearly or after change in vision

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Characteristics of Dual Media Learners

Degenerative eye conditions

Field restrictions

Demonstrate ability to tactually discriminate shapes

Reading rate and fluency are below peers

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Challenges of Dual Media Service delivery

Coordination of literacy instruction

Integration of braille and print in classroom

Materials

Sometimes getting the Team on board

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… but it is so worth it! More literacy tools for student

Empowers student to determine when to use which medium

Facilitates maximum learning for student

Increases availability of materials and technology

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TIME

Time

Instruction

Motivation

Expectations

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Time: How much service time should I provide? How do I find

time to teach braille? How do I integrate braille into the curriculum?

Instruction: What approach(es) can I use to teach braille? (commercial & teacher-designed). How do I balance fluency with learning the code? (Which is more important, fluent reading or knowing the entire code?)

Motivation: How can I motivate my student to learn braille?

Expectations: What are the goals of braille instruction? How will braille benefit my student in school? After high school graduation?

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TIME Time Can you teach braille once a week?

Consistency in number of weekly sessions and duration of sessions

Role of paraprofessional

Vary intensity over several months

Before or after school

Summer services (ESY)- small peer group?

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Adapted from A. Swenson, Beginning with Braille (AFB) Anne Spitz, 2014 13

Format DIBELS Date Rate

Target for

6/2010

Large Print (18 point) with addt’l

magnification

1/2010 61 wpm DIBELS

110-130 wpm 4/2010 112 wpm

Braille Grade 2 (Cluster 38) 1/2010 38 wpm

60-80 wpm 4/2010 62 wpm

Emi

• Albinism ; 20/300; Stable

• LMA (LP-P; B-S) • 3rd grade

Assessment

Planning Instruction

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TIME Instruction Build in success

Over-instruct skills

Braille notetakers

Document progress

Balance fluency with learning the code

Use materials of interest to the student

Book excerpts, songs, poems, student’s own writing

High interest, low level books

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Braille-Specific Commercial Programs / Approaches

FUNdamentals (TSBVI)

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

Mangold Basic Braille Program: Tactile Perception and

Braille Letter Recognition (Exceptional Teaching)

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Braille FUNdamentals? • Program to teach complete literary braille

code in 56 Clusters

• Leveled to be of interest to various age groups

• Assessment Tool

• Available from TSBVI

What is it?

• Print readers of all ages with beginning to advanced print foundation

• Special populations (ELL and MH)

• Only braille code

• Ability to work vary level of instruction depending on student mastery

• Duxbury allows for transcription based on cluster mastery to facilitate independence

• Allows for review of clusters as needed

Why use it?

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Facilitating Independence with Duxbury Ingenious!

Duxbury has incorporated

a feature allowing translation

using Cluster levels

Allows children to use

textbooks, or recreational

reading encountering only

familiar contractions

Utilize with Webbraille (NLS), Bookshare, ReadingA-Z

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Newer Version of Duxbury •Select Document •Select Learning Tables •Select TSBVI •Select TSBVI Cluster

Older Versions of Duxbury (before 11.1)

•Select Document •Select Translation Tables •Select Contractions •Select "TSBVI Cluster 24"

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BrailleNote Auditory feedback

Reinforcement of braille writing

Ease of editing

Builds fluency

Encourages peer and

teacher interactions

Possible Lessons Writing commands Basic editing Basic reading

commands Cursor navigation Basic spellchecker

features

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Activities

Braille student’s own writing and have him/her read it back.

Question / answer writing

Utilize materials with print and braille

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Word Study Ideas

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Word Wall Book

• Trick words

• Classmates

• Dolch words

• Braille/lp

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Wilson Trick Words Ring

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Then add a little braille…

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What if a child looks at the braille?

Sami and the Cardinal

Snack Tray

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Assessment Timeline

Running Records

• Every 6-8 weeks

• Accuracy

• Oral reading fluency

Sight Words

• 3 times a year

• Reading and writing

Braille Contractions

• 3-4 times a year

• Reading and writing braille code

General Ed Reading

Assessments

• 3 times a year

• Determine reading level

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How do I manage all of this?

Assessment Binder Leveled Reading and Running Records

Sight Words

Braille Contractions

Writing Samples

Reference Materials

Task Sheets

Audio or video recordings (2-3 times a year)

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Record reading and writing progress through the year.

Dolch List

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Beck

Grade Format Rate H & T

Spring First Large Print (36pt) Braille

53 wpm 29 wpm

53-111 wpm

Winter Second Braille 67 wpm 72-125 wpm

Winter Third Braille 97 wpm 92-146 wpm

Spring Fourth Braille 130 wpm 150-200 wpm

•Optic Glioma; field loss; 20/400; unstable •LMA (B-P; P-S)

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End of First Grade: Large Print DRA (14)

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End of First Grade: Braille DRA (16)

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Winter Second Grade Braille DRA (20)

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TIME Motivation Goal setting

Teacher, student, family

Have the student document progress

Reward progress

Facilitate braille reading mentor

Find real-life uses for braille whenever possible

Participate in Braille Challenge

Involve sighted peers (braillebug.org)

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Keep track of the number of worksheets

Chart the contractions

Rewards

Braille Scavenger Hunt

Trip to the restaurant

Trip to the grocery store

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Working with Families Observations

Home Visits

Articles

Mission Possible

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Integrating Print and Braille: A Recipe for Literacy (NFB)

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Moving beyond resistance Developing trust

Sharing resources

Demonstrating value

Meeting the student and

family where they are

Negotiating compromise

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TIME Expectations Integrate braille in meaningful and purposeful ways

Bring it into the general education curriculum

Vocabulary, homework agenda, schedule, notes, teacher feedback

Consider short term and long term expectations

Utilize technology

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What does a child’s workspace look like?

Organization facilitates independence.

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A workspace for an older child

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CCTV Writing Conference

Workspace

Training

Setup

VGA Connectivity

BrailleNote

Computer

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Our role as teacher of the visually impaired is to teach our students the skills needed to become as successful and independent as possible. To that end, braille is a tool that often best serves dual media learners not in the immediate, but in the long term journey of academics and life.

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