1/2/14. Special Education Experience. Difficulty with Letters and Numerals. Pamela Shanks, M.Ed.

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1 Pamela Shanks, M.Ed. The children who need a Montessori classroom the most will teach you the most. Special Education Experience Master s Degree from the University of Kansas The Circle of Inclusion Project The Inclusive Network of Kansas East Carolina University Instructor for the Deafblind Intervener Program Difficulty with Letters and Numerals Abnormally Poor Visual Memory Lots of work with sandpaper numerals and letters but abnormally poor recall of numeral names and letter sounds Lack of adequate or typical progress Recommend Hearing and Vision Screening Impairments of either sensory system might be root or contributing cause More Information on Vision & Hearing Loss and-tinnitus- 1

2 Conductive Hearing Loss Conductive loss Decreased ability of sound waves to travel through the external ear canal or inner ear Common causes are wax build up and perforation or scarring of the eardrum # 1 cause of conductive loss in children is fluid in the middle ear due to ear infections Fluid causes an average hearing loss is 24 db Fluid can remain in the ears for many weeks or months Conductive Hearing Loss Normal Hearing 30 db Loss Normal Hearing Freddie thought he should find a whistle Mild Hearing Loss Freddie though- -e ould ind a whi le Conductive Hearing Loss db Hearing Loss: Greater listening difficulties than a plugged-ear hearing loss At 30 db hearing loss child can miss up to 25-40% of speech sounds Child can hear but misses fragments of speech Can lead to misunderstanding Often experiences difficulty learning early reading skills such as letter/sound associations 2

3 What is CVI? Christine Roman-Lantzy Cortical Visual Impairment or CVI Best Identified and Diagnosed by: A normal eye exam or eye condition that cannot explain the profound lack of functional vision A medical history that includes neurological problems The presence of unique visual and behavioral characteristics Roman-Lantzy, C. (2007). Cortical Visual Impairment: An approach to assessment and intervention. New York, NY, USA: AFB Press. Resolving Characteristics By understanding students visual preferences, aversions and difficulties, teachers and other professionals can present visual stimuli and environments that are most likely to encourage students to use their vision in a sustained way. When characteristics resolve. Characteristics diminish Characteristics have a reduced effect Characteristics completely disappear Roman-Lantzy, C. (2007). Cortical Visual Impairment: An approach to assessment and intervention. New York, NY, USA: AFB Press. Competing Sensory Input Children Experience Difficulty Interpreting Visual Information in the Presence of Other Stimuli Competing Sensory Stimulation Can Create Sensory Overload Auditory Olfactory Visual Processing sensory input becomes harder Especially prevalent with new information 3

Environmental Adaptations Auditory Is music in the

Olfactory Pay attention to perfume, hair products

4 Environmental Adaptations Auditory Is music in the background a good idea? Is there a quiet corner of the room? Is there a quieter time of the day? Olfactory Pay attention to perfume, hair products lotions, fabric softeners, etc. Are you working next to orange peeling? Vision Lighting: Low light? Bright light? Indirect light? Task light? Reduction of glare Strong Color Preference Exhibit Strong Color Preference RED YELLOW Using Red to Adapt 4

Visual Complexity Interpreting visual information is difficult in the presence 0f visual complexity.

5 Using Red to Emphasize a Visual Target Dictation work using a table alphabet emphasizing the vowel u. Using Red to Emphasize a Visual Target Using red to emphasize u in dictation. Visual Complexity Interpreting visual information is difficult in the presence 0f visual complexity. Object itself presents a complex display Object is viewed within an environment that presents a complex display Object is viewed at the same time that other sensory input is competing for the viewer s attention/ability to interpret sensory stimuli 5

6 Visual Complexity Several slides with photos to help you understand visual complexity Visually Complex Background Reducing visual complexity makes the 5 easier to locate and see. Reducing Visual Complexity Where s Mom? Make it dark Add a spotlight Mom is wearing red 6

Reducing Visual Complexity Nesting Button Bag Plain

High contrast reduces visual complexity White

visual spotlight Button stands out Button hole stands

alphabet work reduces visual complexity.

to increase contrast Fewer items on the rug to reduce

7 Reducing Visual Complexity Nesting Button Bag Plain fabric Provides high visual contrast on white table High contrast reduces visual complexity White thread/buttons on dark fabric Contrast works like a visual spotlight Button stands out Button hole stands out Creating Contrast Creating contrast for table alphabet work reduces visual complexity. Adaptation of the Teen Boards Use of black background to increase contrast Fewer items on the rug to reduce visual clutter Use of red numerals to alert the brain to important visual information 7

Problems Looking Visual Latency Characterized by a delayed response when looking at objects Non-Purposeful

8 Adaptation of the Teen Boards Transition to the traditional teen and ten boards of Seguin by using the red numerals. Problems Looking Visual Latency Characterized by a delayed response when looking at objects Non-Purposeful Gaze Characterized by looking at lights, the ceiling or just past or through a visual target Difficulty with Visual Novelty Characterized by difficulty looking at something new What Does a Visual Break Look Like? 8

9 Carefully Observe for Delayed Looking Most noticeable during individual lessons May look to touch and then away or look away while touching May look only at critical moments Odd Gaze Patterns Most noticeable during group lessons and group singing especially new songs Looks up and away at a light or corner of the ceiling Looks through you, past you or blank Appears to be uninterested or off task Abnormally frequent or long visual breaks Problems with Looking Do not require visual attention Think of visual attention as developmental Will gradually develop over time Remember that limited visual attention may not mean limited attending Check for comprehension Work at the child s pace Allow visual breaks Beyond the 3 Period Lesson Begin with numerals Fewer numerals to learn than letters Find out what the child can name under normal conditions Find out what the child can name with modifications Start with two known numerals and one unknown One numeral only & add another as comfortable Be systematic Choose a numeral to teach & focus energy there 1, 7, 6, 0, 4 Easiest to write 9

10 Activities to Enhance Memorization Distance game as a 2 nd period variation Begin with a traditional 3 period lesson Include the hand Older child loves a distance challenge Can you go get a drink and remember this says 7 when you come back? Can you go water a plant and remember this says 7 when you come back? Can you go write 7 across the chalk board and remember this says 7 when you come back? Two-elve Numeral Dictation 10

11 Removing the Visual Cue Dictation for Others Beyond the 3 Period Lesson These children can often write letters but cannot sound out words and/or use a moveable alphabet independently. Do not allow poor visual memory to get in the way of handwriting. 2 different sequences Consider using a moveable alphabet to write and a pencil to record for children Motivating Age appropriate Creates independence 11

12 A Window to Learning Use a window to reduce visual clutter. A Window to Learning Using a window to write. A Window to Learning Video clip 12

Sounding it out? There is a fine line between sounding it out and developing bad habits. Use of green sounds and the material for alternate spelling.

13 Sounding it out? There is a fine line between sounding it out and developing bad habits. Use of green sounds and the material for alternate spelling. Things I do not let children sound out anymore 3 letter sounds ang, ing, ong, ung ank, ink, onk, unk Beginning/high frequency sight words the, is, are, was, to, I You can make a difference When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another. Helen Keller Pam s Contact Information Pam Shanks c/o Raintree Montessori School 4601 Clinton Parkway Lawrence, KS pam@raintreemontessori.org 13

Section three: answers for part one

Section three: answers for part one Sound 1. How did you try to concentrate? As above. 2. How did you react to the noise? 3. How would noises at school cause difficulties when trying to concentrate on