LEARNING MEDIA ASSESSMENT

Duncan McGregor

July 2015

Learning Media Assessment

An objective evaluation tool that gathers three types of information on a student who is visually impaired:sensory channels

(visual, auditory, tactual)general learning media

(materials, methods)literacy media

(braille, print—not audio)

Sensory Channels

The efficiency with which the student gathers information from the three primary sensory channels:

- vision- touch- hearing

Generally Learning Media

The general learning media the student uses to accomplish learning tasks:

Materials- real objects- models- diagrams

tactile, enlarged or visually enhanced Methods

- demonstration/modelling- prompts (verbal, physical)- listening

Literacy MediaA part of learning media

Based on sensory channel(s) student will use for reading and writing

May include:• regular print• regular print with low vision aids• large print• braille

or a combination of these

Literacy Media initial determination of literacy media

(Form 5)

ongoing assessment of literacy media (Form 6)

may not apply to some students with additional disabilities. Some may work on functional literacy, others won’t work on literacy at all (functional learning media).

Components of LMAStudents in Conventional Literacy Programs (page 8)

Determine use of sensory channelsForm 2: Use of Sensory Channels

Specify general learning mediaForm 3: General Learning Media Checklist

Select literacy media

Select initial literacy medium for formal literacy instruction•Form 4: Indicators of Readiness for Conventional Literacy Program•Form 5: Initial Selection of Literacy Medium

Assess literacy media on continuous basis•Form 6: Continuing.Assessment•Form 7 Literacy Tools Inventory

Determine relative effiiciency for reading in various print media•PMAP: Screening, comprehensive

Components of LMAStudents in Functional Literacy Programs

(page 9)

Determine use of sensory channelsForm 2: Use of Sensory Channels

Specify functional learning mediaForm 8: Functional Learning Media Checklist

Select functional literacy media

Select initial literacy medium for functional literacy instruction•Form 9: Indicators of Readiness for Functional Literacy Program•Form 10: Initial Selection of Functional Literacy Medium

Assess functional literacy media on continuous basis•Form 11: Continuing Assessment of Functional Literacy Media

Factors that Influence the Decision to Introduce Braille

Severity of visual impairment? Progressive eye condition? Central scotoma?

Shows preference for exploring tactually Reading speed (independent from other

disabilities) Print size Distance from print Fatigue (headaches, eye strain)

Essential Pieces of the Puzzle Accurate, detailed, recent medical

information Observable, measurable behaviours

(LMA results) in variety of environments (classroom, outdoors, community)

Student input and support Parent input and support School input and support

Sensory ChannelsForm 2

Observe student in different environments (classroom, playground, field trips)

Observe and record behaviours as they occur. Live is better than video.

Record only concrete, observable behaviours—those that involve some motor action or response.

Continuous and discrete behaviours Primary channel □ Secondary channels ○

General Learning MediaForm 3

Distance and near Use sensory channels results (Form 2) Primary sensory channel: check off

media student is using now, and media they may be using in the future

Secondary sensory channel: check off media, as above

Initial Selection of Literacy Media

Form 4: Indicators of Readiness- When student consistently demonstrates behaviours, it’s time to think about selecting initial literacy medium

Initial Selection of Literacy Media

Form 5: Initial Selection- Section 1: 1st 6 – sensory channels

next 5 – gathering info for near tasks

Give student opportunities to experience these activities before making decision

Section 2: Working distances/Size Additional observations:

- include implications of eye conditions, parental support, etc.

Initial Selection of Literacy Media

Don’t just count the Vs and T/Os

“Professional judgment is still the most critical element in the interpretation of these data.”

Please read Chapter 4 (pp. 37-54) and Chapter 5 on continuing assessment (pp. 55-80)