Christine Joy Estrada Chio BEED- Special Education III

August 2, 2013 Mercelita Labial

INSTRUCTIONAL MATERIALS: BRAILLE http://www.afb.org/section.aspx?FolderID=2&SectionID=6&TopicID=19 9 A Braille is a system of writing for the blind consisting of raised dots that can be interpreted by touch, each dot or group of dots representing a letter, numeral, or punctuation mark. Teachers, parents, and others who are not visually impaired ordinarily read braille with their eyes. Braille is not a language. Rather, it is a code by which languages such as English or Spanish may be written and read. When you first touch something written in braille, it will probably feel like a jumble of dots. However, like any other code, braille is based on a logical system. Once you understand it, you'll be able to read and write braille easily. That's because braille is not a language, it's just another way to read and write English. To evaluate a special child who has deficit in reading, it is best to let him use Braille on his/her own, without the teachers assistance. This is one way of knowing where the child needs more help and in improving. Let the child read something using Braille, step by step. LARGE PRINT http://largeprintschoolbooks.com/Special_Needs.html http://largeprintschoolbooks.com/Library-style_literature.html LRS LARGE PRINT reproductions have been helping the visually impaired student for over 30 years, but did you know that LARGE PRINT can benefit the Learning Disabled as well? LARGE PRINT is being used more and more for LD students! Large print books have the following features:

Sharp bold print Extra large type: at least 18 point. Extra spacing between lines and paragraphs Wide margins High opacity 60# white paper

Durable hardcover library bindings Laminated full-color cover Through the process of using large printed books, students that have anxieties and fears related to the learning environment, or have improperly evaluated vision or an undiagnosed learning disability, they can already be well-managed. Just by giving these students a LARGE PRINT book, you can grab and keep their attention, motivate them to want to learn, build self-esteem, and help break barriers to learn. In evaluating a child that has been under the use and practice of large printed books, let the child handle the word on his/her own. AUDIO AND DIGITAL TEXT/TAPE RECORDER A relatively narrow magnetic tape used to record sound for subsequent playback. An audio tape recorder, tape deck, reel-to-reel tape deck, cassette deck or tape machine is an audio storage device that records and plays back sounds, including articulated voices, usually using magnetic tape, either wound on a reel or in a cassette, for storage. In its present day form, it records a fluctuating signal by moving the tape across a tape head that polarizes the magnetic domains in the tape in proportion to the audio signal. This is a good instructional material for children who are mutually deaf, or completely deaf. They need to be guided as how they read texts in books that have large printed letters. So much more on audio text or tape recorders, theyd be able to manage hearing by these instructional materials. To bring this up for children with hearing disabilities, let them hear the audio recording as many times as they could catch the word up and ask them what they heard and how they have understood the words taken or the instructions recorded. Studies have shown that some students do not have a long attention span in the classroom. Tapes in the classroom enable teachers to constantly shift the attention of the students and hopefully work with the students' short attention spans. Tapes also allow teachers to take a backseat and not be the focus of the lesson. Whether using prerecorded activities or recordings in the classroom, tapes provide teachers a long and varied list of activities for their classroom. The tapes can even be used in a school or classroom time capsule. Recorded stories are especially beneficial in younger classrooms to help students read.

 PECS Picture Exchange Communication System

http://en.wikipedia.org/wiki/Picture_Exchange_Communication_System

Is a form of augmentative and alternative communication. It is typically used as an aid in communication for children with autism and other special needs. The system has been used with a variety of ages including preschoolers, adolescents and adults who have a wide array of communicative, cognitive and physical difficulties. PECS has been the subject of academic research. PECS begins with teaching a student to exchange a picture of a desired item with a teacher/communicative partner, who immediately honors the request. After the student learns to spontaneously request for a desired item, the system goes on to teach discrimination among symbols and then how to construct a simple sentence. In the most advanced phases, individuals are taught to respond to questions and to comment. Additionally, advanced language concepts such as size, shape, color, number, etc. are also taught so the student can make their message more specific. TEACHH (Treatment and Education of Autistic and RelatedCommunication-Handicapped Children)
http://www.autismweb.com/teacch.htm

TEACCH was developed by psychologist Eric Schopler at the University of North Carolina in the 1960s; it is used by many public school systems today. A TEACCH classroom is structured, with separate, defined areas for each task, such as individual work, group activities, and play. It relies heavily on visual learning, strength for many children with autism and PDD. The children use schedules made up of pictures and/or words to order their day and to help them move smoothly between activities. Children with autism may find it difficult to make transitions between activities and places without schedules. Young children may sit at a work station and be required to complete certain activities, such as matching pictures or letters. The finished assignments are then placed in a container. Children may use picture communication symbols -- small laminated squares that contain a symbol and a word -- to answer questions and request items from their teacher. The symbols help relieve frustration for nonverbal children while helping those who are starting to speak to recall and say the words they want.