Keys to Using This Notetaking Guide



Early Emergent Literacy Skills for Infants and Toddlers with Deafblindnessleft158559500Marina McCormick, Ed.D.Region 4 Regional Day School Program for the Deaf Coordinatorcenter277177500right74422000November 14, 2019Keys to Using This Notetaking Guideleft58888NEED TO KNOWPages 4 to 900NEED TO KNOWPages 4 to 9center5882NICE TO KNOWPages 10 to 1600NICE TO KNOWPages 10 to 16right5982WHERE TO GOPage 1700WHERE TO GOPage 17Aha!Personalized PlatesIn the space provided, write down your guess for each of the personalized plates on the screen. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________right171450003486150219075read..00read..Parent Perceptions of LiteracyConsider each of the statements below. Which of these statements do you believe were shared by most of the parents in Marvin’s (1994) study? Write Y for Yes if you believe the statement was shared and N for No if you believe it was not. ________1. I read to my child every day.________2. I am not sure how to read a book to my child.________3. I am more focused on my child talking than on reading.________4. I am more focused on my child’s self-care needs than on reading.________5. I know how to show my child a letter I received in the mail.________6. I easily recognize when my child is trying to read or write something.________7. I encourage my child to read and write. Oral Language DevelopmentAGESKILL2 monthsCoos, makes gurgling sounds4 monthsStrings vowels together when babbling (“ah”, “eh”9 months18 monthsSays several single words in a sentence2 yearsCan name most familiar thingsEvidence-Based Practices for Oral Language DevelopmentChild-Guided ApproachEstablishing trustResponsivenessAttunementTurn-takingHonor child’s expressive formsUsing different types of dialogueSystematic ApproachDual communication boardsTangible symbolsBrailleSign languageSpoken languageEvidence-Based Practices for Literacy699770000550545000*804545000*541020000861695444500*826770444500*Pictures from Paths to Literacy, Analyze Early Literacy Watch the video of a parent of a toddler with deafblindness. Listen to her describe what she does to promote literacy in her home. Listen for opportunities for improvement. right178435Opportunities400000Opportunitiesleft157480Strengths400000StrengthsNICE TO KNOW: Establishing TrustBefore learning can begin, it is critical that the infant or toddler with deafblindness feel safe and secure. You can establish trust in the following ways:Hold your baby.Holding your little one develops the bond between parent and child.It decreases isolation and helps your little one feel safe.It helps your little one learn about the world, including who you are. Say hello. Say good-bye.Develop a special greeting that says “Hello, I’m here.”Say who you are with your name, a special name sign, a tactile symbol, etc.Say what you will do together. Some examples are:Change a diaperPlay with a favorite toyTry a new foodSay good-bye when it is time to leave through voice, sign, or tactile symbol.Watch, listen, and waitPay careful attention to the child’s – Pace and rhythm of interactions / communication.Emotions.Items of interest and avoidance.Interact without demandOffer items to the child to see how s/he responds.Keep hands open with palms up.Use hand-under-hand guidance rather than hand-over-hand.Provide time for the little one to become calm if needed.Do not teach.Adapted from Texas School for the Blind and Visually Impaired. (2012). Building security. Retrieved from HYPERLINK "" NICE TO KNOW: ResponsivenessWhen an infant or toddler with deafblindness attempts to interact, it is important that s/he be met with a response. Below are ways to increase your level of responsiveness.Slow down.Provide lots of time for the interaction.Let the student decide topics for interaction.Let the student control the object of interest. Model language at the child’s developmental level. From Texas School for the Blind and Visually Impaired. (2012). Be a good playmate, whichever strategies you’re using. Helpful tips. Retrieved from NICE TO KNOW: AttunementBeing able to recognize an infant’s or toddler’s emotions is important for communication. Affective attunement is even more critical for those little ones with deafblindness. Below are ways to increase your understanding of your little one’s emotions.Let go of your preconceptions.Children with deafblindness experience the world differently than hearing or sighted persons. When it comes to feelings, this means expect the unexpected! Reduce stress.Stress can make anyone change into a different person, and most often, not for the better. Be mindful of things such as doctor or hospital visits, family and home dynamics, and changes to routines when preparing to interact with a little one with deafblindness. Keep an emotions journal.Make note of how the child reacts to different persons, objects, and experiences. Over time, make note of the patterns you discover. NICE TO KNOW: Turn-takingTurn-taking is the basis of communication. For infants and toddlers, turn-taking naturally happens during daily routines. Such routines are predictable with clear beginnings and ends. To boost your turn-taking with your little one, consider the following questions.What are some activities that you do with your little one every day? Where are you in relation to your little one for the activity? Are you on her level?How do you let your little one know the activity is beginning?How do you interact with your little one during the activity?How does your little one let you know s/he likes / dislikes the activity?Do you provide time for your little one to think about what is happening before speaking again?How do you let your little one know the activity is ending?How can you make sure to limit distractions for both you and your little one during important routines?NICE TO KNOW: Honor child’s expressive formsInfants and toddlers with deafblindness are a very diverse group of little ones! Their expressive language can take many different forms depending on such factors as – The cause for deafblindness such as syndromes, prematurity, etc.Type and severity of vision lossType and severity of hearing lossAccommodations such as large print, Braille, amplification, etc.To build your child’s language, try the following: Repeat what the child says and add a little more.When your child says something, repeat back to her what she has said and then try adding words that describe, name, or provide more information. ExampleChild signs, “Juice.”Parent signs, “Oh, you want orange juice.”Do not expect perfection.When learning how to talk or sign, your little one may not be as clear as a fluent speaker. Listen closely and note your child’s unique voice. Ask yourself if such mistakes are age appropriate.Behavior is communication.For some littles ones with deafblindness, communication may show itself in ways that are not typical such as swatting at toys, kicking the rails of the crib, or banging a wall with clenched fists. Honor behavior as communication by describing the feelings and/or actions for your little one (e.g. “Wall! You found a wall!”).NICE TO KNOW: Use different forms of dialogueChildren benefit from hearing / seeing / experiencing different ways of talking. Consider using the following five types of conversation:DictatingThis is a conversation type where you are telling the child what to do. This conversation type is best for introducing new routines.DebateThis conversation type is when you and the child may have different opinions. Perhaps she would like a foot bath, but you would like to play instead.DiscussionThis is an open conversation with plenty of turn-taking. This conversation type is great for exploring something new with your little one. DeliberationThis conversation type is for making decisions. It is best for encouraging choice-making. DialogueThis conversation type is when we explore each other’s thoughts and opinions. Simply being with your child and tuning in to her physical and emotional reactions is a form of dialogue. NICE TO KNOW: Systematic instruction planTo help develop communication, language, and literacy, a systematic instruction plan (SIP) can be helpful. This plan provides a written description of how a skill will be taught. The benefit to using a SIP is that everyone who works with the child will provide instruction in the same way. CONTENTLittle Texans: Big Futures Developmental Guideline: _____________________________________________________________________________________________________Objective: ____________________________________________________________________________________________FORMATMaterials:____________________________________________________________________________________________Adaptations: __________________________________________________________________________________________Alternate materials (if any):______________________________________________________________________________Setting (when, where):__________________________________________________________________________________Who will teach this target behavior:_______________________________________________________________________INSTRUCTIONAL PROCEDURESPromptingSpecific prompt to be used:______________________________________________________________________________Fading (check one)None (simultaneous prompting)Time delay: Progressive _____ or Constant ______Least intrusive promptsMost to least intrusive promptsGraduated guidanceStimulus fading and shapingOther (describe):________________________________________________Define planned fading schedule:__________________________________________________________________________FeedbackDefine how praise will be given:__________________________________________________________________________Define how to provide error correction:____________________________________________________________________Fading schedule for praise:_______________________________________________________________________________GeneralizationDefine plans for student to generalize target behavior:__________________________________________________________________________________________________________________________________________________________________________________________________Adapted from Mims, P. (2010). Systematic instruction plans. East Carolina University: MAST Project. Retrieved from WHERE TO GOArticlesLuckner, J.L., Bruce, S.M., & Ferrell, K.A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), pp. 225-241.Marvin, C. (1994). Home literacy experiences of preschool children with single and multiple disabilities. Topics in Early Childhood Special Education, 14(4), pp. 436-455. McCall, S. & McLinden, M. (2001). Literacy and children who are blind and who have additional disabilities – the challenges for teachers and researchers. International Journal of Disability, Development and Education, 48(4), pp. 355-375.WebsitesNational Center on Deafblindness. (n.d.). Literacy for Children with Combined Vision and Hearing Loss. Retrieved from .Perkins School for the Blind & Texas School for the Blind and Visually Impaired. (n.d.). Paths to Literacy. Retrieved from . Texas School for the Blind and Visually Impaired. (2012). Communication for Children with Deafblindness or Visual and Multiple Impairments. Retrieved from , S. (n.d.). Calendars and Routines for Students with Disabilities. Retrieved from .Tiggs, S. (n.d.). Language Experience Approach. Retrieved from . ProductClassroom Communication Boards from Region 4 Education Service Center are available by visiting . ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download