Double Media Literacy .


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. . 2. What is Dual Media Literacy?. Double media education is the craft of utilizing a mix of both print and Braille as the best decision medium to instruct proficiency to individual understudies with visual impedance. It ought to be picked strictly when watchful thought of utilizing either print or Braille separately. .
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Double Media Literacy SPE 520 Fall 2009 Valerie Hyde 1

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What is Dual Media Literacy? Double media education is the specialty of utilizing a blend of both print and Braille as the best decision medium to instruct proficiency to individual understudies with visual debilitation. It ought to be picked simply after watchful thought of utilizing either print or Braille exclusively. 2

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Early Views About Literacy Media Previously it was trusted that proficiency was either shown utilizing just print or just tangible media. Generally, understudies were restricted to utilizing entirely print on the off chance that they had any usable vision. Tangible media was saved for those understudies who had no usable vision. 3

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Shift in Thinking We as a calling are tending to the requirement for utilizing double media with understudies who are outwardly hindered in specific circumstances. Part of what upheld the move in intuition is that when IDEA was changed, it tended to the education needs of people with visual impedance particularly

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IDEA Quote "The IEP Team might … on account of a kid who is visually impaired or outwardly disabled accommodate guideline in Braille and the utilization of Braille unless the IEP Team decides … that direction in Braille or the utilization of Braille is not proper for the youngster." (Section 614(d)(3)(B)(iii))

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Who chooses double media is the decision for proficiency for a specific child? The choice for which sort of medium the understudy will utilize is totally in the hands of the IEP Team (in Texas the ARD Committee) as expressed in IDEA. It is a choice that is come to after thought of broad assessment of the individual kid. The utilization of print, tangible, or double media is tended to and explained in the youngster\'s Individualized Education Program. 6

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If by law, we are advised we should give Braille training to an understudy with a visual disability, what must be assessed if the IEP Team chooses not to give this guideline? perusing and composing aptitudes perusing and composing needs perusing and composing media (Braille, print, or both) future requirement for Braille 7

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Assessment ranges used to guide choice: FVA LMA Pre-proficiency abilities Reading inventories Listening abilities Any Braille aptitudes officially present

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When and why would it be a good idea for us to consider educating a tyke utilizing double media choices for education? In the event that the understudy\'s perusing rate is not at a pace that takes into consideration the best cognizance… If the understudy needs to utilize text dimensions that make it troublesome for the understudy to peruse with any genuine familiarity, solace, or appreciation… 9

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If the understudy\'s anticipation is that vision will keep on declining to the point that print media will never again be a legitimate media… Most imperative, if the understudy\'s craving to learn Braille makes it an undeniable way to build the understudies individual self idea and give them an alternative that helps them adapt to proficiency…

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Additional things to consider: If miscues because of vision are influencing perception… If the understudy can\'t see more than a couple letters, bringing on them not to have the capacity to peruse entire words… If the understudy is having issues perusing their own particular written work…

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If the understudy can\'t read for much sooner than they encounter eye strain… If scholastic and professional requests demonstrate a requirement for both… If it bodes well for the understudy to work with both…

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What are a portion of the attributes of a print peruser and a braille peruser? Braille Reader Print Reader Is gaining ground with utilizing vision for print perusing. Has stable vision. Realizes that print has meaning. Can utilize vision for close errands well. Visualization is that vision misfortune will advance. Has precarious vision. Demonstrates capacity to investigate tactilely and realizes that braille has meaning. Can partake in a formative braille program.

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Issues that have brought on deferrals in utilizing double media for education for understudies with visual debilitation. A general negative feeling that Braille ought to be a final resort or just for understudies with no vision. A feeling that an understudy utilizing Braille would be viewed as second rate. The possibility that Braille is troublesome and difficult to learn. Schools consider Braille to be an issue in the classroom since it can bring about an excess of additional work and cost for a youngster who still has usable vision. 14

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What are the repercussions? There are different repercussions to instructing just a solitary medium to a youngster who can work in both: limited education distorted perspective of braille altered self-idea insecurity about future autonomy delay in turning into a completely tangible learner if it gets to be distinctly required

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Print contrasted with Tactual Media Print utilizes: Tactual uses: Letters Numbers Pictures Graphics Etc. Braille Nemeth Code Tactual Maps Tactual Graphics Etc. 16

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Resources Argyropoulos, V. S., Sideridis, G. D., & Katsoulis, P. (2008). The Impact of the Perspectives of Teachers and Parents on the Literacy Media Selections for Independent Study of Students Who are Visually Impaired. Diary of Visual Impairment & Blindness, 102, 221-231. http://www.afb.org/afbpress/pubjvib.asp/DocID=jvib020407 Blake, S. J. (2003). The Great Debate: Braille or Print for Students with Low Vision?. http://blindness.growingstrong.org/ed/aa050800a.htm Castellano, C. (2004). Your Child\'s Right to Read. Future Reflections, 23. http://nfb.org/legacy/fr/fr2/fr99/sf07.htm

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Resources Cont. Koenig, A. J. & Holbrook, M. C. (2000). Guaranteeing High-Quality Instruction for Students in Braille Literacy Programs. Diary of Visual Impairment & Blindness, 94, 677-695. http://www.afb.org/jvib/JVIB941102.asp Lueck, A. H., Erin, J. N., Corn, A. L., & Sacks, Sharon Z., Position Paper on Low Vision: Part 1 Facilitating Visual Efficiency and Access to Learning for Students with Low Vision. Chamber of Exceptional Children Division on Visual Impairments Position Papers. http://www.cecdvi.org/positionpapers.html Lusk, K. E., & Corn, A. L. (2006). Learning and Using Print and Braille: A Study of Dual-Media Learners, Part 2. Diary of Visual Impairment & Blindness, 100, 653-665. http://www.afb.org/jvib/jvib0001104.asp Mercer, D. http://faculty.sfasu.edu/mercerdixie/spe551/braille_reading.ppt

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