Teaching an Understanding of Tactile Graphics to Students Who Are BlindNovember 17, 2014Noon-3pm

A Few Notes• You should have access to all of the electronic files of

everything in your binder through Dropbox• Section 3 IPDP is in the Overview Syllabus tab• Remember to copy this into Section 3 of your IPDP

• Cognitive skills that help prepare a students for tactile skills • The Oregon Project – Cognitive Section p. 1-13

• FREE book available “Because Pictures Matter” by Deborah Kent• http://www.nbp.org/ic/nbp/BPM.html

"ECC Screening Tool" followed by targeted assessment in identified

area(s) of need

Goal Development & Success Criteriahttps://www.educateiowa.gov

http://quality.cr.k12.ia.us/tutorials /goal_setting/smart.pdf

Individualized Instruction: adaptations, modifications &

instructional strategies, specialized curriculum

Progress Monitoring: Formative assessment for

instructional change

Generalize the Skill

Eligibility Determination Utilizing: FVA/LMA results

OMS Assessment Summary results

Education for Children & Youth with Visual Impairments Including Those with Additional Disabilities

Sharing• Describe your student• Age or grade• Development and skills• Unique learning needs

• Describe the assessment given• Describe the results• Describe anything else you have done with your student

related to tactile graphics• Questions you still have

SMART Goals

•Specific

•Measurable

•Attainable

•Results-based

•Time specific

Sample Goals• In 36 weeks, Sam will show competency in 40/44 spatial

concept skills listed on p.226-227 of the EVALS kit.• In 36 weeks when given a tactile graphic, John will

demonstrate the 14 systematic search skills listed on p.228 of the EVALS kit with at least 90% accuracy on 2 out of 3 consecutive trials

• In 36 weeks, given instruction in reading tactile graphics, the student will score at least 20/22 points on the attached rubric for 3 consecutive charting days.

Sample Recording SheetBehavior Data

Systematic searching – left to right, top to bottom None (0) Rare (1) Sporadic (2) Consistent (3)

Tactile discrimination of shapes/textures and what they represent Tally of number of shapes (up to 3)

Tally of number of textures (up to 3)

Tracking and following lines – horizontally-H, vertically-V, diagonally-D,

around a shape-S, along the axes-A

Tracking (circle those observed)

H V D S A

Identifying labels and what they are labels for Tally (up to 3)

Correct interpretation and understanding of what the tactile graphic

represents based on 5 questions asked of the student

Tally (up to 5)

Student Questions, if any are asked and whether they are content related

(C) or tactile graphic related (T)

Total Time to answer questions

Write the Goal For Your Student and Share• Write• Share

Binder Tabs• Instruction Tab• Tactile Graphics by Grade• Tactile Graphics Skills by Grade in Math• Teaching Tactile Representations in Math• Teaching Students to use Tactile Graphics• Tactile Graphics Recording Sheet• Lesson Plan Checklist• Lesson Plan Blank Form• Sample Lesson Plans

• Materials Tab• APH reading books for instruction• APH instructional and practice materials

Instruction• Teach how to track lines or curves going in varied directions• Teach how to count the number of objects on a page or

number of sides in a figure• Teach how to put together pieces to make the whole (Part-to-

Whole)• Teach how to select a home base and how to make sense of

graphic based on that home base• Teach how to scan the page to find where information is on

the page• Teach tactile discrimination• Teach how to search for specific information• Teach shapes in different orientations

Ideas for Lesson Plans*Also see APH Instructional and Practice Materials Handout

• Pre-requisite skills – over, under, above, below, left, right, etc.• Tactile Treasures

• Moving from concrete to abstract• Setting the Stage• Lots of Dots Learning My ABC’s and Coloring the Garden

• Tracking skills in multiple directions and around shapes• Teaching Touch• Tactual Discrimination Worksheets• Flip Over Concept Books• Tangible Graphs

• Tactile discrimination (texture, shape, size, length, line, curve, symbol)• Touch and Tell• Tactual Discrimination Worksheets• Tactile Treasures• Flip-Over Concept books

• Scanning /searching skills• Teaching Touch• Tangible Graphs

• Counting skills• Lots of Dots Counting

More Ideas for Lesson Plans*Also see APH Instructional and Practice Materials Handout

• Part-to-whole assembly• Flip Over Concept Books

• Using the student’s textbook• Work on multiple skills related to what they are doing in the classroom

• Use of titles, keys, symbols, and labels to make sense of a graphic• Teaching Touch• Tangible Graphs

• Page orientation and finding elements on a page (using a point of reference)• Tangible Graphs

• Reading different types of graphs• Tangible Graphs• Test Ready books

• Constructing graphs• Perkins brailler• Graph paper and stickers

• Drawing shapes• Draftsman board• Wheatley board

Formative Assessment• How will you assess how the student is understanding your

lesson?• Observation• Questioning• Discussion• Self-assessment• As I See It• Short quiz• 3-minute pause with probe• Debriefing• One sentence summary• Muddiest (or Clearest) Point

3-2-1• 3 things you found out• 2 interesting things• 1 question you still have

• 3 differences between ___• 2 effects of __ on ____• 1 question you still have about the topic

• 3 important facts • 2 interesting ideas• 1 insight about yourself as a learner

• 3 key words• 2 new ideas• 1 thought to think about

Uploading Videos• See “How to upload videos” in the “Videos Websites” tab• Sign into YouTube.• Click the Upload button at the top of the page.• Select the video you'd like to upload from your computer. You can

also record a video from your webcam, or create a video slideshow.• Before you start uploading the video you can chose the

video privacy settings. • Make any changes you want to the video settings and information,

then click Publish to finish uploading it on YouTube. You can always publish your video at a later time in your Video Manager. If you set the video privacy setting to Private or Unlisted, just click Done to finish the upload or click Share to privately share your video. • If you haven’t clicked Publish, your video won’t be viewable by other

people.

Observation Checklists• 3 forms to choose from• TVI observation sheet• Classroom observation checklist• Faculty classroom observation form

Written Assignments to be Turned in and Graded• Creation of a tactile graphic COMPLETED• Completion of an assessment on a student's skills related to

tactile graphics (50 pts) one page reflection due 12-15-14• Write a SMART goal for that student based on the results of

the assessment (50 pts) due today, rubric or checklist by Christmas break

• Write a lesson plan(s) for that student which includes at least 3 instructional strategies (100 pts) due 1-30-14

• Written reflection on implementation and results (100 pts) more details later

What’s Next

• Peer collaboration of 4 hours to include observation (pre &/or post observation) and review/reflection• You and your peer decide when and how you will pre-obs.,

observe, post-obs., and review/reflect between now and Jan. 30

• Friday Jan. 30th, 9-noon• Before this session, you should have taught a lesson, monitored

progress, collaborated with a peer about the lesson, and written a reflection on your implementation and results.

• Sharing out on implementation and results• 3-D tactile printing• Creating tactile graphics on the Perkins brailler• Wrap up and closure