2015 04 sara kempler delrey demonstration project
TRANSCRIPT
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A Multi-Sensory Approachto Literacy: a Partnership Between Connections and Delrey SchoolSARA K. KEMPLER, M.ED.
APRIL 2015
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“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
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“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
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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
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Who are my Students?
Orthopedic Impairments
Hearing Impairments
Medically Fragile
Sensory Processing issues (in addition to vision)
Sleep Issues
Seizure Disorders
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What accommodations do they need?
Highlighted text
Simple Backgrounds
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What accommodations do they need?
Lamps, Light Boxes, Lighted Materials
Time – Wait, Wait, Wait….
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What accommodations do they need?
Familiar Materials – use the same materials each day
Movement or properties of movement
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Staff attention to students’ difficulty in
using their hands and eyes together
Staff attention to Field Preferences
What accommodations do they need?
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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
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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
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What I’ve Learned
Making choices and predictions are important parts of self-expression, communication, and literacy
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What I’ve Learned
Enriching the students’ experiences during the process of reading is part of literacy
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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
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What I’ve Learned
Getting buy-in from the other staff – especially the classroom staff – is vital to success
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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!
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Classroom Centers – Math
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Classroom Centers – Language Arts
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Classroom Centers - Science
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Classroom Centers - Vision