Multiple Disabilities and Deafblindness
Language skills and concept development are the foundation of literacy. These begin at birth and must be well-established before formal instruction in print or braille begins.
Speaking, listening, object communication, sign language, concept development, and an understanding of one's environment and experiences are all part of a more inclusive view of literacy.
The Learning Media Assessment (LMA) offers a framework for determining the best instructional medium for a given student, such as braille, print, dual media (both print and braille), auditory, tactile or some combination.
Braille is a code used by people who are blind or visually impaired to read and write. It is a tactile system through which letters and words are represented using raised dots.
There are a variety of ways in which students with low vision can access print, and often they will use different strategies in different situations.
Writing includes both the process of writing (handwriting, typing, braille), as well as the content of the message being expressed. It can also include pictures, objects, and tactile symbols.
Dual Media is the use of both print and braille as modes for reading and writing. Some eye conditions in which there is a gradual loss of vision may be a factor in choosing this option.
Struggling readers may have learning disabilities, such as dyslexia. Emotional and behavioral challenges, such as anxiety or ADHD, may affect also literacy skills.
Students with limited English proficiency may need additional support to develop English language literacy. Instructional strategies depend on whether the student is already proficient in another language.
Definitions of literacy have expanded to include auditory skills as another type of literacy. Many students with visual impairments access information from text through auditory means.
Mathematical Literacy includes numeracy (the ability to recognize numerals), a basic number sense, and a grasp of simple mathematical concepts.
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Collaborative approach to play-based storytelling with students who are blind or visually impaired with additional disabilities, including autism or deafblindness.
These 11 self-paced modules are designed for gen. ed. teachers and others to learn basic information about students with visual impairments.
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