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Literacy for Students with Global Delay, Intellectual Impairment and Down Syndrome – 08 Implications for Students Learning Literacy: Health - Infections Absenteeism Hearing Loss – up to 80% of students with intellectual impairment have glue ear Vision Problems Speech and Language Difficulties/Abnormalities Short/Long Term Memory Motor Planning Difficulties Auditory Processing Difficulties Generalization Multi Learning Difficulties/Disabilities Strategies to Assist Students Attending Inside Classroom: Always say the child’s name then look at me; supported by sign (look at me); provide tactile input after above to gain attention (push on the shoulder) Grabbing Students Attention:- wearing bright lipstick/earrings to gain student attention Allow processing time to respond to question (Students do not necessarily need to look at you to show they are attending; Some students find focusing on the floor/closing their eyes help them to shut out sensory and think of a response) Expect students to look your way when responding Hyper acoustic:- difficulty coping with noises; many noises within a busy classroom can cause real pain for some students (eg:- parades/assemblies); provide escape route/short time spans within these sorts of environments/slow desensitization; busy hands (sensory equipment such as stress balls, stretchy frogs) (Generalizing) Difficulty Conceptualizing Everyone:- At group time ‘ Can everyone go back to their desks and …; Need to say ‘Can everyone and ….. please go back to their desks and…. Visual Problems: Common with students who have hypertonia (low muscle tone) Indicators:- Students wear prescription glasses, tilt their head to the side, bring their head too close to books when reading, see blurred images; have difficulty with fine motor/handwriting/depth perception; Students with squints (common with students who have D.S) need to have annual vision assessments by an ophthalmologist as this can lead to blindness Strategies:- Sit at the front of the group or if students have A pattern vision (where their vision field is in an A frame) they should be seated in the middle of the group; sloping desks for handwriting; larger print; uncluttered pages Visual Perception:- difficulties writing on a line, discrimination of letter/words Strategies:- use solid outlines for tracing and cutting; access vision assessment and visual impairment services Motor Skills: Poor motor skills due to hypertonia in arms and hand/back/neck/stomach muscles; shorter limbs/digits/reduced stamina Implications:- Handwriting is oversized and/or undersized; turning books in a page is difficult and slower; size of furniture may be inappropriate (EG:feet don’t touch floor; arms under the base of the chair is too wide; gap between their chair and height of the table is too big); do not yet have a dominate hand Strategies:- Use of sensory cushion behind chairs; lower tables/chairs; assessment dominate hand; sticker on the writing hand and verbal reminders to use this hand for variety of fine motor activities(EG:writing, painting); pencil grip (air-conditioning tubing most effective/cheap) Speech and Language Difficulties/Abnormalities Characteristics:- Structural abnormalities in the mouth/throat; difficulty with motor planning of speech sounds/putting words together; difficulties with correct grammar and sentence formulation; speech modulation (speed, fluency, volume) Strategies:- Speech Modulation (EG:- volume; speed; fluency); rhythm; stress; timing; tone of speech; (To assist students who run their words together when talking, stress specific words within a sentence by slow speech and increased pitch.); emphasis on conjunctions by using tone, pitch and speed; Say ‘Stop. Slow Down. I don’t understand’. Specific Learning Difficulties Be aware of other learning difficulties; diagnoses when using strategies Need to manage layers of disabilities (EG:- may have dyslexia, ADHD,ADD) Attending Skills for Students with II/DS/GL: Easily distracted by noises and movement Put off if task looks too difficult/too big/boring More difficulty attending to verbal information in a group Difficulty focussing on and respond to key elements or verbal information/tasks Can remember a maximum number of 2 – 3 digits/sounds (EG:- computer = 3 sounds) Strategies: Think about the complexity of the instruction Give only 5-6 word instructions Limit to 4-5 sounds for instructions Emphasize key words (pitch, tone, speed) Auditory Perception: Implications:- Difficulty discriminating similar sounding words Function of the brain, not ear Processing Problems Strategies:- Use words in context; support verbal information by signing/visuals Auditory Processing Strategies:- allow response time (5- 10 seconds); repeat the same instructions/questions at least three times; ignore inappropriate responses; provide visual/tactile support with instructions; provide statement to help student get to the correct response; provide correct response if they are still unsure. (EG:- The colour of my jacket is ……. (look towards face/ensure eye contact/use signing) The colour of my jacket is ….. The colour of my jacket is …: (Support with deep pressure) The colour of my jacket is red.) Generalization Implications:- Difficulty generalizing skills taught in a context Strategies:- practice new skill in a number of settings with the same cues and materials; teach categories when introducing new vocabulary (EG:- cup. This is a cup. We use this to drink with.) Long Term Memory Implications:- Information is not retained without over learning, revisiting and applying to everyday experiences; irrelevant information is stored and is not able to be applied to other contexts Short Term Memory Implications:- poor working memory (can’t store spoken information long enough to process and interpret it); difficulty with complex instructions; don’t have skills to go back to trigger their memory Strategies:- physical cues to remind them (note in hand); train staff/parents not to interrupt; Give Verbal Reminding Cue ‘Where are you going?’; learn best through real life skills and concrete learning Learning Styles Failure avoiders Errorless learning is very important (ensure they can be successful) (EG:-Hand over hand support for handwriting; give praise; reduce physical prompt) Getting Started in Reading Comprehension through Shared Text Indicators:- Students at this level attend to pictures, use pictures to get information they need, student does not read text Overview: Stage 1 – Understanding Pictures Stage 2 – Recall information from familiar books Stage 3 – Understand vocabulary Stage 4 - Recall Understanding Stage 5 - Sequencing Pictures Stage 6 – Reading and Moving On (Sue Buckley) For students who are reading text. Challenges:- comprehension (reading ability can be far greater than meaning); interpreting text; processing questions; sequencing (sequential memory); failure avoidance; life experiences; Overview (Moving On): Stage 1 – Teach New Vocabulary with Meaning (teacher selects variety of books at their level and of interest; 92% of words are known words; selection of life skill readers; (any reading material that grabs their attention bus timetable, comic, magazine, instructions on appliances) Stage 2 Stage 3 – Read Alongside the student (write down words they miss and place into a lotto game; talk about the meaning of the word when playing the lotto game; get students to put the word in a sentence) Stage 4 – Stage 5 – Practise lotto games before reading the book (3 days of practising unknown words) Stage 6 – Reading the Text (Student to read the text unsupported; discuss meaning) (Explicitly teach decoding skills – This can also be done in conjunction with reading/exploring text in reading material). Teaching Decoding Skills when Reading Level 1 – Picture Cues Look at the pictures Make a guess at the word Re-read the sentence Level 2 – Initial Letter Clues Identify initial letters and their sounds Level 3 – Context Rules Teach meaning in context Use of cloze exercises (with or without inserted words) Level 4 – Base Word Clues Reading/Understanding spelling with suffixes/prefixes Student reads base word and suffix/prefix Model examples Teach the student to ask for help Comprehension Hyper readers – read text fluently without meaning Teach the language of instruction so students can understand directions/instructions given in tasks (EG:explain/provide support visuals for concepts including colour, cut, paste, draw, find me, show me) (Cooking Terms: pour, mix, fold, beat, etc..) Select books which are relevant and assist with life skills (EG:- calendars, gardening; using kitchen appliances; shopping, form filling, reading medicine labels, timetables, reading/understanding text, email language) When delivering work ask yourself: ‘Can they interpret the question, sequence, understand true/false language, and have an understanding of concepts used in instructions?’ Interpreting Posters/Pictures:- Difficult skill for these students to do, need to teach students to get information from pictures Critically Look at Worksheets: break into small sections, explain text unknown, ensure questions are clear and not misleading, use yes and no instead of true and false, support by visuals, add extra information to worksheet if needed for understanding, provide plenty of repetition and practise for students to retain new information Selecting Readers: Ensure series are age appropriate, photo images work well for students; low text/appropriate reading level PM GEMS: Computer Readers Cross Words: Create your own (Computer Programs), use of given known words student understands, find/tell the meaning of words with the student Cloze Text: (Without words to choose from) Work first on nouns; verbs, conjunctions; teach students to answer questions from the text; cloze does not have to be one word only/fine to insert more if it makes sense, ensure student re-reads text after completing the close to check comprehension Spelling: Focus for these students is spelling words they use in everyday writing accurately and with confidence Learn spelling in context, not in isolation Being at a pre-phonetic stage These students have a digit memory span of only 2 – 3 digits Spelling Difficulties: Long Term Memory Visual difficulties Developmental delay Failed to learn sounds of spelling Permanent/intermittent hearing loss Spell to Write:(Detailed information will be provided on CD Rom) 1. Learn Personal Words (3 – 4 letters only) (EG:- mum, dad) 2. Learn sight words as carrier phrases (EG:- I, can, see) 3. Learn more Personal Words longer than 4 letters 4. Learn words derived from class events and or celebratory topics (EG:- mother’s day, Christmas) 5. Learn words for Personal Writing (these will be words which previously have been spelt incorrectly) 6. Learn sight words 7. Learn Relevant words from class spelling lists/Life skill words 8. Learn Genre Writing Words Spelling Words:- Laminated Board Strategy See Example Shown Check letters are in the correct position/not upside down Put X to learn failure if not correct the first time Put when the student is correct Cover written word/give them a peep for as long as it takes then cover the word for them Students are to do this 5 times successfully Add distracter cards to the table (EG:- extra letters) Write name on laminated sheet on the back with a white board marker from memory Word Amount Begin with learning one word a week. Once students have mastered this accurately with speed they can move onto two words a week. Eventually they will be working on 4 words a week. For some students writing words will still be very difficult due to fine motor. Use letter cards instead. Handwriting Hand over hand Pattern (Verbal Guide) Don’t use dotted lines Use of grid (one letter in each grid) if students have difficulty with spacing Use of finger space after grid Lined Paper very confusing for these students Write without lines until students have letter formations Tracing letters alone does not teach letter formation; need to trace with straight lines, begin trying letter formation after tracing Use letters of interest to the students (EG:- letters from their name, personal words) Moving On: Provide sentence beginnings on A4 sheet and glue into students’ books to refer to Cross off beginnings as they use them in their story to avoid repetition of beginnings Scaffold Writing: Provide scaffolding when writing so students know where to begin (EG:- name what is in the picture, who is in the picture, colour used, etc..) Sequencing cards (age appropriate) involving themselves others (digital photos) Talk about what they want to write about and note down key words to cue them when writing List ideas from an activity/weekend (EG:- Show = rides, fairy floss, people, fun, hot dogs, stalls) Provide scaffolding/brainstorming structures (See Examples) Draft Copies – only expect copies if they student is motived to do so for a specific purpose Scaffolding for Living Skill Writing:- Taking Telephone Messages (EG:- Provide Visuals, Family Name – others to spell out, telephone number, time home, tick if they wanted mum to call back) Reading Skills Oral Language:- Morning Talk, peers to ask who/what questioning, use of visual writing support (Here is a ….), student required to practise and re-read card several times before day, give the card to someone on the other side of the room, teacher supports students if other when/where questions come up to assist the student with processing (EG:- You went to Melbourne to watch the …..) Teaching Questions From What to Why – CD Rom Level 1 – 2 (Only Photos with Questions) Level 3 – 4 (Work with students to understand and teach questions at this level if they are ready for this stage) Resources to purchase: My Home Skills Supplement – SERU Publication Maths and Money Program Foundation Skills – Starter Kit (includes Reading; Pre-writing; Scissors Program) $50.00 From What to Why – Teaching Questioning Spell to Write – CD Rom Comprehension through Shared Text Moving On – Sue Buckley