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2015 04 Sara Kempler Delrey Demonstration Project
- 1. A Multi-Sensory Approach to Literacy: a Partnership Between Connections and Delrey School SARA K. KEMPLER, M.ED. APRIL 2015
- 2. “Converting” the Classroom: a Collaborative Effort Connections – Sandy 2008, Sandy came out and assessed a student’s vision Continued discussions with Sandy had me considering that many of our students demonstrated characteristics of CVI We started a list of students, Sandy did some assessments, and two staff members were trained to do CVI Range Connections – Donna 2013, Delrey School and Connections formed a partnership Donna and I consulted to transform my classroom into a demonstration multi-sensory classroom Consulted on a regular basis to foster the partnership Increased staff understanding of a multi-sensory approach
- 3. “Converting” the Classroom: a Collaborative Effort Consultants Paula Hamilton and Jen Keenan Literacy and Common Core – how to create materials that are accessible to the students, yet still address content, literacy, and the Common Core standards Helped increase classroom staff involvement Classroom Staff Buy-in is vital Staff works as a team to plan units, centers, and make materials
- 4. Who are my Students? Visual Impairment – Primarily CVI Must consider the characteristics of CVI Color Complexity Movement Light Latency Threat and Touch Visual Reflexes Novelty Field Preferences Visual-Motor Currently I have no students with strict Ocular VI, but previously we used Braille exposure as well
- 5. Who are my Students? Orthopedic Impairments Hearing Impairments Medically Fragile Sensory Processing issues (in addition to vision) Sleep Issues Seizure Disorders
- 6. What accommodations do they need? Highlighted text Simple Backgrounds
- 7. What accommodations do they need? Lamps, Light Boxes, Lighted Materials Time – Wait, Wait, Wait….
- 8. What accommodations do they need? Familiar Materials – use the same materials each day Movement or properties of movement
- 9. Staff attention to students’ difficulty in using their hands and eyes together Staff attention to Field Preferences What accommodations do they need?
- 10. What was different for my classroom? Typically Developing Daycare students included in class time Had to consider the needs of ALL More students to address Processing Difficulties I found that having textured vocabulary cards, textured books, and props to accompany the book was too much for my students to process – they would tune it out and start refusing to touch things Therapies are increasingly integrated into classroom – but we still have pull-out therapies as well (working to change that!) Classroom Layout – need immense amounts of space
- 11. What I’ve Learned Literacy is not just reading and writing Focus on symbols, language, pictures, anticipation, two-way communication, and deeper understanding of concepts
- 12. What I’ve Learned Making choices and predictions are important parts of self- expression, communication, and literacy
- 13. What I’ve Learned Enriching the students’ experiences during the process of reading is part of literacy
- 14. What I’ve Learned Classroom Centers are a fantastic way to add depth and additional content areas to the classroom (e.g. Social Studies, Science) Pocket Charts with Common Core “I Can” statements can help focus the centers’ learning objectives – these standards do not necessarily change each week, as the centers do
- 15. What I’ve Learned Getting buy-in from the other staff – especially the classroom staff – is vital to success
- 16. What I’ve Learned It’s a process – takes time, can’t make all changes at once Sometimes reality steps in and interferes with what I want to accomplish – or how I want to accomplish it – must be flexible!
- 17. Classroom Centers – Math
- 18. Classroom Centers – Language Arts
- 19. Classroom Centers - Science
- 20. Classroom Centers - Vision
Notas do Editor
- Connections has been involved at my school since 2008. Sandy came in, showed us how to make accommodations for the students with CVI I have attended every possible training that was provided by Connections!!! Partnership in an effort to create a placement for the underserved population of students in Maryland with multi-sensory impairments.
- As a classroom teacher, I had a sense of ownership of my classroom Difficult to change it, accept changes, but knew in my heart that ultimately it would benefit my students so I also felt enthusiastic! The classroom staff was hesitant at first, but now they are fully invested in the process of collaboration to make a better learning environment for the students
- Ideally, the text would be cut out and placed on a dark background – not realistic, would not be able to get materials completed. I type mine, rather than write it by hand.
- Note that Roman’s preferred visual field is not on his tray
- Strict adherence to the belief that literacy is reading and writing was limiting my ability as a teacher – limiting my students’ ability to learn and experience
- Sometimes I end up not being able to do Centers, or I run late. Flexibility is key.