This is a topic that I am so excited about! I love creating tactual books for my students. I especially love making experience books with my students who are deafblind. Experience books are also great for early childhood level students. This posting is great for students with a variety of abilites and age levels. This posting is the pre-teach lesson for the "how to" of creating opportunity for literacy. Please read this article! I have linked it through TSBVI (however, this is a reprint from Teaching Exceptional Children). There are some tips and tricks to learning how to make tactual books so it's important that you have the understanding.
The article is "Creating and Using Tactile Experience Books for Young Children With Visual Impairments" By Sandra Lewis, Associate Professor and Coordinator, Program in Visual Impairment, College of Education, Florida State University, and Joan Tolla, Orientation and Mobility Specialist, Tift and Irwin County Schools, Georgia.
Article link: http://www.tsbvi.edu/Outreach/seehear/spring03/books.htm
Do it at home: Read this article! After reading, write down your impressions and start thinking about what kind of books you want to create. Don't kill yourself thinking about how you are going to make the book :) I often find that parents and education teams over think how to make experience books. Just start with an idea. Keep reading the posts about how to make experience books. Happy reading!
Sunday, June 20, 2010
Friday, June 18, 2010
TSBVI Independent Living Assessment
Dear parents and teachers, I am often asked to come and assess students for independent living skills. Many parents are not sure what they should be doing or where to start with getting their children to develop greater independent living skills.
The first step to learning how to help your child become more independent is using the Texas School for the Blind Independent Living Assessment.
The Texas School for the Blind Independent Living Assessment is a comprehensive checklist of independent living skills. The skill topics include sections on self care, social competence and play and leisure. The topics are sub divided into categories such as grooming, food management, clothing management, problem solving and planning and physical games/sports. Each section is organized by age. The youngest age group is birth with most skill ages starting at age 4. It’s not too early to get started!Ask your TVI about obtaining a copy or look at the www.tsbvi.edu for ordering information.
Parents and teachers can use the assessment for continuous evaluation. It is not meant to be a one-time assessment. This assessment is a great way to track skill success and help students maintain age appropriate skills. I refer back to the checklist to help determine what I should start with when working on a skill.
This assessment is beneficial to parents because it can act as a guide for what skills need to be developed to attain greater independence. Parents, students and TVIs can work together to fill out the assessment. It should be reviewed regularly as children master skills.
I encourage all my families to use this resource. It is parent friendly and easy to use.
Do it at home: I also encourage you to look over the skills and think about ways you can incorporate the topics into everyday life. All of my students are encouraged to have 20 minutes of daily living skill practice a day (that equates to at least 3 chores per day!).
The first step to learning how to help your child become more independent is using the Texas School for the Blind Independent Living Assessment.
The Texas School for the Blind Independent Living Assessment is a comprehensive checklist of independent living skills. The skill topics include sections on self care, social competence and play and leisure. The topics are sub divided into categories such as grooming, food management, clothing management, problem solving and planning and physical games/sports. Each section is organized by age. The youngest age group is birth with most skill ages starting at age 4. It’s not too early to get started!Ask your TVI about obtaining a copy or look at the www.tsbvi.edu for ordering information.
Parents and teachers can use the assessment for continuous evaluation. It is not meant to be a one-time assessment. This assessment is a great way to track skill success and help students maintain age appropriate skills. I refer back to the checklist to help determine what I should start with when working on a skill.
This assessment is beneficial to parents because it can act as a guide for what skills need to be developed to attain greater independence. Parents, students and TVIs can work together to fill out the assessment. It should be reviewed regularly as children master skills.
I encourage all my families to use this resource. It is parent friendly and easy to use.
Do it at home: I also encourage you to look over the skills and think about ways you can incorporate the topics into everyday life. All of my students are encouraged to have 20 minutes of daily living skill practice a day (that equates to at least 3 chores per day!).
Monday, June 14, 2010
Vision Impairment in my Life
As soon as I tell people that I was raised by a single mom who is also blind (with additional disabilities), people always ask :"Wow, was that hard?" My reply is always the same, "No". It wasn't hard, it was difficult but it wasn't hard. I know my answer sounds a little crazy but let me explain why.
My mom loved me and I knew it everyday. That's the only reason why it wasn't hard. My mom couldn't help me with my homework. She never went to watch me play softball. There are lots of things she didn't do. But none of that matters. She couldn't see anything I did. She lost the remainder of her vision before I was born. This is the point I want families of children with vision impairment to understand: My mom didn't see anything I did. She was limited visually and with resources so I didn't have a lot of awesome things. However, she really did see it all. She was so proud of me that I always felt like she could see whatever it was I wanted to show.
Sure,there were challenges. But, the challenges weren't daunting. I learned early on in my life how to talk with my mom; how to help her see what I wanted to show her.
That is what parents can learn: how they need to talk, communicate, with their children. I'm gonna post more about what it was like but for now, this is a good start!
Do it at home: Take a moment and think about activities you like to do with your child that truly make you happy. Think about the activities where you honestly forget that your child has a vision impairment. Write those activities down then go do them!!
My mom loved me and I knew it everyday. That's the only reason why it wasn't hard. My mom couldn't help me with my homework. She never went to watch me play softball. There are lots of things she didn't do. But none of that matters. She couldn't see anything I did. She lost the remainder of her vision before I was born. This is the point I want families of children with vision impairment to understand: My mom didn't see anything I did. She was limited visually and with resources so I didn't have a lot of awesome things. However, she really did see it all. She was so proud of me that I always felt like she could see whatever it was I wanted to show.
Sure,there were challenges. But, the challenges weren't daunting. I learned early on in my life how to talk with my mom; how to help her see what I wanted to show her.
That is what parents can learn: how they need to talk, communicate, with their children. I'm gonna post more about what it was like but for now, this is a good start!
Do it at home: Take a moment and think about activities you like to do with your child that truly make you happy. Think about the activities where you honestly forget that your child has a vision impairment. Write those activities down then go do them!!
Friday, June 11, 2010
Calendar or Schedule Boxes-These rock!!
Ahh, calendar boxes...They are also known as schedule boxes and they are my absolute favorite strategy for children with multiple impairments or deafblind. I have found such great success by using calendar box systems.
What are calendar boxes?
Calendar box systems are a system for helping provide tactual objects that help students understand time concepts. They help children anticipate what's to come and what's finished. I believe in calendar box systems. They work! I have seen it work over and over. I have seen it work for children who have profound vision and hearing loss as well as having a cognitive delay. I have seen it work for children who are DB and have physical limitations. I look for calendar box systems as soon as I walk into a classroom.
I have two articles that go in depth about calendar box systems. One is from NFB and the other is from TSBVI. I thought I would include the NFB one so I wasn't show favor to TSBVI. The truth is, TSBVI has great resources and the article I have linked is from Robbie Blaha, an awesome educator in our field.
www.nfb.org/images/nfb/Publications/fr/.../f150315.html
http://www.tsbvi.edu/Outreach/seehear/archive/Let%20Me%20Check%20My%20Calendar.htm
This is the first of many posts about calendar box systems. This is post one. I want you to take a look at the articles and get a feel for it. Next posts will get into some ideas about setting them up and what they look like in a lesson.
In case you don't look at the articles (please do though, worth your read!!). I wanted to share an excerpt about why you should be using calendar box systems. This is from Robbie Blaha's article on calendar box systems, Let Me Check My Calendar:
Why use a calendar system?
"There are a number of reasons a calendar system is often recommended for a child with deafblindness. The calendar system provides emotional support to the child in the following ways:
It provides the child the security of knowing what is going to happen next. Because of the sensory loss the child experiences, he/she may miss natural cues related to future events.
It gives the child things to anticipate. Looking forward to a fun event can lift the child's spirits and help him stay connected with the world outside himself.
It alerts the child that an unexpected change in routine is going to occur. Having the opportunity to prepare for a change often makes the change less stressful.
It allows the child to participate in decisions about the days events. This gives the child a sense of control in his/her life.
Another very important reason a calendar is used is that it helps in the development of communication skills in the following ways:
It allows the child to talk about things that have happened in the past or will happen in the future.
Using the calendar format and symbol provides the child and you with a mutually understood topic for dialogues.
A calendar is also invaluable in developing time concepts because:
It provides a clear way to represent the passage of time which helps teach the child beginning time concepts (past, present, future events).
It aids in teaching more advanced time vocabulary such as "wait", "later", "afternoon", "morning," "day", "night", etc.
It provides an individualized time piece for the child that is easy for him to understand.
It prepares the child to learn more abstract and traditional time pieces (watches, datebooks, etc.)."
Some pictures of one particular calendar box system:
Do it at home: Read the articles on calendar boxes!! Then, take action! First, assess if you child can handle a few calendar boxes or if you need to start with a now and finished box. Most children need to start with 1 or 2 boxes or just the now and finished box. Your TVI is a great resource for this. Ask your TVI to help you get started! I will post Calendar Box Systems Part 2 shortly to help you get started on your next step!
What are calendar boxes?
Calendar box systems are a system for helping provide tactual objects that help students understand time concepts. They help children anticipate what's to come and what's finished. I believe in calendar box systems. They work! I have seen it work over and over. I have seen it work for children who have profound vision and hearing loss as well as having a cognitive delay. I have seen it work for children who are DB and have physical limitations. I look for calendar box systems as soon as I walk into a classroom.
I have two articles that go in depth about calendar box systems. One is from NFB and the other is from TSBVI. I thought I would include the NFB one so I wasn't show favor to TSBVI. The truth is, TSBVI has great resources and the article I have linked is from Robbie Blaha, an awesome educator in our field.
www.nfb.org/images/nfb/Publications/fr/.../f150315.html
http://www.tsbvi.edu/Outreach/seehear/archive/Let%20Me%20Check%20My%20Calendar.htm
This is the first of many posts about calendar box systems. This is post one. I want you to take a look at the articles and get a feel for it. Next posts will get into some ideas about setting them up and what they look like in a lesson.
In case you don't look at the articles (please do though, worth your read!!). I wanted to share an excerpt about why you should be using calendar box systems. This is from Robbie Blaha's article on calendar box systems, Let Me Check My Calendar:
Why use a calendar system?
"There are a number of reasons a calendar system is often recommended for a child with deafblindness. The calendar system provides emotional support to the child in the following ways:
It provides the child the security of knowing what is going to happen next. Because of the sensory loss the child experiences, he/she may miss natural cues related to future events.
It gives the child things to anticipate. Looking forward to a fun event can lift the child's spirits and help him stay connected with the world outside himself.
It alerts the child that an unexpected change in routine is going to occur. Having the opportunity to prepare for a change often makes the change less stressful.
It allows the child to participate in decisions about the days events. This gives the child a sense of control in his/her life.
Another very important reason a calendar is used is that it helps in the development of communication skills in the following ways:
It allows the child to talk about things that have happened in the past or will happen in the future.
Using the calendar format and symbol provides the child and you with a mutually understood topic for dialogues.
A calendar is also invaluable in developing time concepts because:
It provides a clear way to represent the passage of time which helps teach the child beginning time concepts (past, present, future events).
It aids in teaching more advanced time vocabulary such as "wait", "later", "afternoon", "morning," "day", "night", etc.
It provides an individualized time piece for the child that is easy for him to understand.
It prepares the child to learn more abstract and traditional time pieces (watches, datebooks, etc.)."
Some pictures of one particular calendar box system:
Do it at home: Read the articles on calendar boxes!! Then, take action! First, assess if you child can handle a few calendar boxes or if you need to start with a now and finished box. Most children need to start with 1 or 2 boxes or just the now and finished box. Your TVI is a great resource for this. Ask your TVI to help you get started! I will post Calendar Box Systems Part 2 shortly to help you get started on your next step!
Thursday, June 10, 2010
The beauty of Albinism
Did you check out my weblinks and see this one for Positive Exposure? Check out Positive Exposure. It's a site from a photographer who has taken beautiful pictures of people with Albinism.
Save this site to your favorites if you have a child with Albinism; particularly if they struggle with the negative experiences kids with Albinism can encounter. I love these portraits!! I think the artist does a great job of capturing the beauty of Albinism.
A little bit about Positive Exposure (from their site):
Positive Exposure, founded in 1997 by former fashion photographer Rick Guidotti, challenges the stigma associated with difference by celebrating the beauty of human diversity.
Positive Exposure also supports the Tanzania Project & Under the Same Sun. Take a moment and check both sites out.
Here's the site information:
Positive Exposure: http://www.positiveexposure.org/home.html
Check out Under the Same Sun: www.underthesamesun.com
The last site is NOAH.
They are a great resource for information, family events and support.
Their site is www.albinism.org
Do it at home: Get involved with a support/family/child website that is for your child's vision impairment. Check out what's available in your area. Many groups for specific vision conditions have regional or local chapters. The more you know, the less alone you are!
Tuesday, June 8, 2010
ECC Resource Search Engine
Have you had a chance to check out information on the ECC? Still unsure what topics are covered? Check out the RECC, the Resources for the Expanded Core Curriculum site at TSBVI. There are many good sites that explain the ECC and this is definately one of them.
Take time to look through it. Do your homework on the ECC. It was designed for children who are blind or visually impaired. The ECC is a critical part of your child's development no matter what their cognitive abilities are.
Although I feel ECC knowledge is important for all parents and education teams, I especially want parents of children who are visually impaired or have low vision to pay attention to the ECC.
Children who have low vision or, for lack of better words, appear to be "sighted" have a special challenge with their vision. The fact that they appear to "see everything" puts them in a place where people mistake what they can or cannot see. Most low vision kids struggle because they aren't totally blind or totally sighted. Some like to "hide" and pretend they can see everything while others struggle to accept their limitations. The ECC still applies to these children as they have to learn the self-determination and self-advocacy (among the other ECC skills).
You will read this over and over again from me, the ECC is a partnership between the education team and the parenting/home team. It is important for you to be aware of these skills. Take time to get your ECC education on!
Do it at home: Look over the ECC curriculum with your child (if age appropriate). Together, learn about the concepts and the skills so you can start to look at how you can apply it in everyday life. Remember, if you do not teach your child about what it means to be "their own advocate or to advocate for themselves", you can't expect them to do it. Use the words, know the lingo and have fun learning together!
TSBVI RECC link: http://www.tsbvi.edu/recc
Take time to look through it. Do your homework on the ECC. It was designed for children who are blind or visually impaired. The ECC is a critical part of your child's development no matter what their cognitive abilities are.
Although I feel ECC knowledge is important for all parents and education teams, I especially want parents of children who are visually impaired or have low vision to pay attention to the ECC.
Children who have low vision or, for lack of better words, appear to be "sighted" have a special challenge with their vision. The fact that they appear to "see everything" puts them in a place where people mistake what they can or cannot see. Most low vision kids struggle because they aren't totally blind or totally sighted. Some like to "hide" and pretend they can see everything while others struggle to accept their limitations. The ECC still applies to these children as they have to learn the self-determination and self-advocacy (among the other ECC skills).
You will read this over and over again from me, the ECC is a partnership between the education team and the parenting/home team. It is important for you to be aware of these skills. Take time to get your ECC education on!
Do it at home: Look over the ECC curriculum with your child (if age appropriate). Together, learn about the concepts and the skills so you can start to look at how you can apply it in everyday life. Remember, if you do not teach your child about what it means to be "their own advocate or to advocate for themselves", you can't expect them to do it. Use the words, know the lingo and have fun learning together!
TSBVI RECC link: http://www.tsbvi.edu/recc
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