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2017 TASH Conference has ended

Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.


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Thursday, December 14 • 4:25pm - 5:15pm
Easy as 1-2-3: Adapting Books for Students with Significant Support Needs including Visual Impairments LIMITED

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Limited Capacity seats available

Almost 35% of students registered with the American Printing House for the Blind are consistently labeled as non-readers. Non-readers are defined as those students who show no reading potential or who cannot be classified as either pre-readers or readers. Given the fact that students with visual impairments can read or demonstrate reading readiness using visual, tactual, and/or auditory means, it is difficult to accept the premise that one-third of this population is unable to show some degree of reading readiness or reading proficiency using one or more of the aforementioned modalities, especially since there are no specified grade-level expectations attached to these designations. A comparison of the APH Federal Quota Census data related to primary literacy modality across grade levels reveals that the percentage of students labeled as non-readers ranges between 20-29%. While the percentage of pre-readers decreases with age and the percentage of readers increases with age, the percentage of non-readers stays fairly consistent. When looking at reading classification by placement, 36% of students registered by state departments of education are labeled non-readers. Twenty percent of students registered by schools for the blind are classified as non-readers, and 15% of students registered by rehabilitation programs are categorized as non-readers. In comparison, 81% of those registered by programs specifically for students with multiple impairments are marked as non-readers. Unfortunately, this data seems to show that these students receive this label in infancy and that it follows them over the course of their entire academic career. This practice violates the least dangerous assumption principle, which stipulates that we should expect all students, no matter the severity of the impairment(s), to benefit from literacy activities and direct instruction and, therefore, to spend quality time involved in such activities. Students with significant disabilities can and do benefit from literacy instruction. Certainly, they can't benefit if they aren't provided access (Browder & Spooner, 2006, pp. 44-45). Thus, this presentation will share alternative strategies for providing meaningful literacy experiences to learners with significant visual and intellectual impairments, especially in relation to mainstream, age-appropriate literature. Techniques based off of Dr. Wormsley's I-M-ABLE approach for simplifying content, stimulating the development of vocabulary, promoting concept development, and facilitating comprehension will be shared. Strategies for effective use of adapted communication symbols, both tactile and visual, reinforced by auditory input will also be demonstrated. Particular emphasis will be given to cortical visual impairment when discussing visual adaptations. In addition, use of access technology, including alternative and augmentative communication devices, will be discussed. Finally, a sampling of low-tech and high-tech adapted books will be shown.

Speakers

Thursday December 14, 2017 4:25pm - 5:15pm
L402 265 Peachtree Center Ave NE, Atlanta, GA 30303

Attendees (21)