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Linking to Literacy

So far we have discussed accommodations and modifications that provide students access to the curriculum.
Let’s see them in action with one component of the curriculum for all students: reading and writing, or literacy.

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Literacy and Deaf-Blindness

Approximately 90% of individuals with severe communication impairments experience significant literacy learning difficulties. Source: Koppenhaver & Yoder, 1992
For students with deaf-blindness without intellectual disabilities, language delays and sensory losses can impact the development of reading and writing skills.
For students who have significant intellectual disabilities in addition to their deaf-blindness, literacy can take on a different approach from the typical emphasis on print or braille instruction.

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Literacy and Deaf-Blindness (cont.)

Although literacy is mainly associated with the sense of sight, for students with deaf-blindness literacy should be presented in a multimodal approach.
Since some students have limited opportunity for exposure to common day items, they may seem novel to the student who is deaf-blind.
For example, if you work with a student who is tube-fed instead of an oral eater, a banana may be an unfamiliar food item.
In this case, literacy can be introduced through the exposure and experience of touch and smell.

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All Children Can Read

Literacy development happens in stages, and the progress of those stages depends on a number of things:

student’s age and any intellectual disability
impact or motor/orthopedic disabilities
levels and impact of vision and hearing losses
concept development and real-life experiences
communication system in use, and availability of responsive communication partners

Reading activities and materials should be meaningful for the student at the stage they are at, while helping them move forward into the next stage.

Source: NCDB Literacy

http://literacy.nationaldb.org

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Literacy Skills Resource

Using the Literacy Skills Checklist found at http://literacy.nationaldb.org you will gain specific information and strategies regarding your student’s individualized literacy skills.
Even students not yet using print or braille demonstrate literacy behaviors.
For example, recognizing familiar fast food logos, searching for favored objects, and participating in turn-taking activities are all literacy behaviors!

The Literacy Skills Checklist is available in your module resources.

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Factors that Support Literacy

Interveners encourage these factors for supporting literacy:

A wide variety of real-life experiences that build concepts.
Accessible materials (accessible to the senses, and modified as needed to be understandable).
Literacy-rich environments (in home and school; including having literacy materials and opportunities to read and experience others reading).
Use of interests to capture and maintain attention.

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Real-Life Experiences & Concept-Building

One way to reinforce concepts is with the use of experience books.
Experience books are made for a specific reader and based on an experience or interest of that reader.
They include objects related to the experience/interest and the print/braille words are chosen carefully for the reader.

Source: Washington Sensory Disabilities Services, no date

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Experience Books

The experience books can also be constructed in photo albums, plastic baggies, boxes, or wooden/pegboard books.

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Modifying Content

In some cases, grade level books may be too complicated and need to be adapted for the content to be more meaningful and accessible.

This version of Romeo and Juliet, from the Sherlock Center, uses simplified text with picture supports.

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Commercially Modified Books

Some commercially adapted/modified reading series books are available.
Further adaptations (braille, tangible objects, different physical layout, etc) may need to be added to make the materials completely accessible for an individual student.

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Adapted Books

Electronic books can be created for students using Powerpoints and similar software. Apps that create custom books for students are also available on tablets.

Here are some “pages” from an early book made for Ethan.

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Accessible & Inclusive Books

Dinell, Brianna’s mother, shares her techniques for making books accessible and inclusive. The books not only benefit Brianna, but other students as well.

Transcript

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Accessible & Inclusive Books (cont.)

Transcript

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Expanding Literacy

For students with intellectual disabilities, sometimes subjects are used to teach more basic concepts. Here Rachel shares some of the activities she used with Christian.

Transcript

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Textures or Tangibles

Whether affixed to the book or added in a story box, tangibles or textures can be added to a commercial book to provide information or interest.

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Building Concepts

The next several slides will give examples of how you can build concepts practically to develop literacy skills.

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Counting

Homemade books can be created to reinforce and teach concepts.

Audio Description and Transcript

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Literacy Rich Environments

Audio Description and Transcript

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Literacy Rich Environments (cont.)

Alex experiences others modeling reading behavior when his intervener and mother do the same activity with him using the same book.
This activity is a great way to facilitate home and school information sharing while carrying over reading.

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Using Interests

Transcript

An important strategy is to use a student’s interests to introduce, catch, and maintain attention to other concepts. A custom-made book based on student interests is a great way to accomplish this.

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Interveners & Literacy

Interveners play a vital role in the development of literacy. Interveners:

Model or point out models, of others reading and writing.
Show examples of print and braille in the school and community.
Assist with adapting materials.
Know what the student enjoys and connect these interests to literacy activities.

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AAC and Literacy

Augmentative and Alternative Communication (AAC) can be a pathway to literacy learning for students with deaf-blindness.
In some cases, the literacy access will be at an emergent level.
In others, the devices will be the means for the student to read and write fully.

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AAC and Literacy (cont.)

Jane discusses how the use of AAC devices can contribute to literacy learning. Learning to read and write expands a student’s horizons.

Transcript

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Other Writing Systems

Transcript

Some students may use other writing systems, including no/low-tech options. Dee shares some options in this video.

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AAC & Literacy

In one reading class or activity, a student might use several AAC systems. Here Nia uses a single message switch during shared reading, then uses objects to answer comprehension questions.

Audio Description and Transcript

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AAC & Literacy (cont.)

Audio Description and Transcript

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Use of Multiple Forms of AT

Transcript

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Use of Multiple Forms of AT (cont.)

Dinell shares the multiple devices Brianna has used over the years to access literacy content.
Students may use different devices throughout their lifetime for different academic classes, or in different environments.

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Literacy For Persons Who Are Deaf-Blind

Literacy, both reading and writing, is an integral part of academic success for all students, including those with deaf-blindness.
In addition, the reading “Literacy and Persons Who Are Deaf-Blind” provides more examples of literacy in action, and of the social functions of literacy.
We will review these social functions in the next several slides.

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Social Functions of Literacy

Using literacy, we can express ourselves, be entertained, and enjoy fantasy worlds.

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Social Functions of Literacy (cont.)

Using literacy, we can explain or receive instructions, get or give announcements, and persuade others to do or buy things.

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Social Functions of Literacy (cont.)

Literacy helps us gain and share information.
It helps us organize and support our memory, and identify things and places.
It also helps us manage finances and practice problem solving.

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Social Functions of Literacy (cont.)

It can help us start and support relationships, deal with emotions and give or receive inspiration.

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Access Leads to Future Success

In the next section of the module, we will explore how all of the previous ways that students achieve access supports future success for students with deaf-blindness.

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OHOA Deaf-Blind Intervener Learning Modules

A national resource designed to increase awareness, knowledge, and skills related to the process of intervention for students who are deaf-blind. Developed by National Center on Deaf-Blindness.

For more information, contact NCDB at

info@nationaldb.org.

The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.