Division on Visual Impairments

VIDBE Quarterly Volume 60(4)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/599595

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Page 17 of 62

Teacher Created Materials for Adapting Literacy Instruction for Braille Readers Paige Weaver pweav936@live.kutztown.edu and McKenzie Hollenbach mholl670@live.kutztown.edu Kutztown University When teaching literacy to students who are visually impaired it is important to keep Big Five Areas of Literacy in mind: Phonological Awareness, Phonics, Vocabulary, Fluency, and Comprehension (Swenson, 1999). These five areas of literacy can be viewed as individual puzzle pieces that must fit together when teaching literacy. For a general education teacher there are several methodologies for teaching abstract ideas such as phonics or phonological awareness as well as the other members of the Big Five. The question to be answered here is how to adapt and apply methods of teaching for Teachers of the Visually Impaired to ensure students with visual impairments are gaining a deep understanding of literacy instruction. Literacy instruction for students with visual impairments or blindness is crucial, because it represents a huge factor in their independence. Although students with visual impairments may use different methods to read than their 18

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