Monday, January 22, 2018

When Is Seeing Not Believing?

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It turns out that everyone has a blind spot in their vision, known as the physiological
blind spot, "blind point", or punctum caecum.  In medical terms it is the place in our
visual field that corresponds to the lack of light-detecting photo receptor cells on the
optic disc of our retinas. All vertebrates have this blind spot. To deal with it, we use
a process based on surrounding details and feedback from the other eye for our
brain to fill in the missing visual information.  It is assumed that our brains then tell
us to believe, what we are seeing.


Blindness/Low Vision

Terminology: The following terms are used in an educational context to describe
students with visual disabilities: 

  • "Totally blind" students learn via braille or other non visual media.  


  • "Legally blind" indicates that a student has less than 20/200 vision in the more
functional eye or a very limited field of vision (20 degrees at its widest point).


  • "Low vision" refers to a severe vision loss in distance and near vision.  Students
use a combination of vision and other senses to learn, and they may require
adaptations in lighting or the print size, and, in some cases, braille.                          


Considerations and Instructional Strategies:


  • If needed, introduce yourself at the beginning of a conversation and notify the
student when you are leaving the room.


  • Nonverbal cues depend on good visual acuity. Verbally acknowledging key
points in the conversation facilitates the communication process.


  • A student may use a guide dog or white cane for mobility assistance.  A guide
dog is a working animal and should not be petted.


  • When giving directions, be clear: say “left” or “right,” “step up,” or “step down.”
Let the student know where obstacles are; for example, “The chair is to your
left” or “The stairs start in about three steps.”


  • When guiding or walking with a student, verbally offer your elbow instead of
grabbing his or hers.




  • Allow the student to determine the most ideal seating location so he or she
can see, hear and, if possible, touch as much of the presented material as possible.


  • Discuss special needs for field trips or other out-of-class activities well in advance.
  • Assist the student in labeling lab materials so that they are easily identifiable.


  • Familiarize the student with the layout of the classroom or laboratory, noting
the closest exits and locating emergency equipment. Ask the student if he or she will need assistance during an emergency evacuation, and assist in making a plan if necessary.


Accommodations may include:

  • Reading aloud materials from overheads, blackboards or handouts
  • Verbal description of class activity, such as when a show of hands is
  • requested, stating how many hands were raised
  • Tape recorders, laptop computers or slates and styluses for note taking
  • A lab assistant
  • Developing reading lists and syllabi in advance to permit time for transfer to
alternate formats


  • Use of black print on white or pale yellow paper to allow for maximum visual
contrast
                                 
  • Advanced notice of class schedule and/or room changes


  • Adapting computer for features such as large print, speech synthesizer, and
    braille printer output


  • Alternative test formats such as taped, large print or braille; use of readers,
scribes, tape recorded responses, extended time, adapted computer or closed
circuit TV


  • Extra time to complete tests when adaptive technology or a reader/scribe is required


  • Class assignments available in electronic format, such as computer disk, to allow
access by computers equipped with voice synthesizers or braille output devices


  • Assistive lab equipment (e.g., talking thermometers and calculators, light probes,
and tactile timers)


  • Raised line drawings and tactile models of graphic materials


  • Videos with audio description


  • Accessible websites


Is it not presumptuous of us to discount, that the process of visual extrapolation
may be occurring simultaneously with our other senses? The sensitivity of touch,
the subtle acuity of hearing, the multitudes of aromas, the uncanny sense of depth
and motion must all assist our brains to develop our entire sensory experience. Isn’t
it this entire experience, that informs our perception of reality?


Best wishes until next week,


Cheryl Lynn Peele


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Sunday, January 14, 2018

"Who Can Hear A Snowflake Fall?"

My opening question to everyone today is, “Who can hear a snowflake fall?”  
If we list all the ranges of sound that may or may not be heard by individuals
without hearing impairments or deafness, it should not surprise us that there
are many different ranges of hearing ability.   After all, it is a very rare senior
citizen who does not lose upper or lower registers of hearing, and many seniors
require hearing aids for every range. So let’s look at the definitions of hearing
impairment and deafness.


Students​ ​who​ ​are​ ​deaf​ ​or​ ​hearing-impaired​ ​require​ ​accommodations​ ​determined​
by​ ​three factors:​
  • ​the​ ​degree​ ​of​ ​hearing​ ​loss,​ ​
  • the​ ​age​ ​at​ ​onset,​
  • ​and​ ​the​ ​type​ ​of​ ​language​ ​or​ ​communication system​ ​they​ ​use.​​


They​ ​may​ ​use​ ​a​ ​variety​ ​of​ ​​communication​ ​methods​ ​including:
  • ​​lip​ ​reading​, 
  • cued​ ​speech,​ ​
  • signed​ ​English​ ​
  • and/or​ ​American​ ​Sign​ ​Language. 

Characteristics​ ​of​ ​Deaf​ ​or​ ​Hearing-Impaired​ ​Students:


● They​ ​may​ ​be​ ​skilled​ ​lip​ ​readers,​ ​but​ ​many​ ​are​ ​not.​ ​Only​ ​30​ ​to​ ​40​ ​percent​ ​of​ ​spoken
English​ ​is​ ​distinguishable​ ​via​ ​the​ ​mouth​ ​and​ ​lips​ ​under​ ​the​ ​best​ ​of​ ​conditions.  
● They​ ​also​ ​may​ ​have​ ​difficulties​ ​with​ ​speech,​ ​reading​ ​and​ ​writing​ ​skills,​ ​given​ ​the
close​ ​relationship​ ​between​ ​hearing​ ​and​ ​language​ ​development.  
● They​ ​may​ ​use​ ​speech,​ ​lip​ ​reading,​ ​​hearing​ ​aids​​ ​and/or​ ​amplification​ ​systems​ ​to
enhance​ ​oral​ ​communication.    
● They​ ​may​ ​be​ ​members​ ​of​ ​a​ ​distinct​ ​linguistic and​ ​cultural​ ​group.​ As​ ​a​ ​cultural​ ​group,​ ​
they may​ ​have​ ​their​ ​own​ ​values,​ ​social​ ​norms,​ ​and traditions  
● They​ ​may​ ​use​ ​American​ ​Sign​ ​Language​ ​as​ ​their first​ ​language​ ​with​ ​English​ ​as​ ​their​
​second language.



● American​ ​Sign​ ​Language​​ ​is​ ​not​ ​equivalent​ ​to​ ​English;​ ​it​ ​is​ ​a​ ​visual-spatial​ ​language
having​ ​its​ ​own​ ​syntax​ ​and​ ​grammatical structure.  
● Look​ ​directly​ ​at​ ​the​ ​student​ ​during​ ​a conversation,​ ​even​ ​when​ ​an​ ​interpreter​ ​is present,​ ​
and​ ​speak​ ​in​ ​natural​ ​tones.  
● Make​ ​sure​ ​you​ ​have​ ​the​ ​student’s​ ​attention before​ ​speaking.​ A​ ​light​ ​touch​ ​on​ ​the
shoulder,​ ​a​ ​wave,​ ​or​ ​other​ ​visual​ ​signal​ ​will help.  
● Recognize​ ​the​ ​processing​ ​time​ ​the​ ​interpreter takes​ ​to​ ​translate​ ​a​ ​message​ ​from​
​its​ ​original language​ ​into​ ​another​ ​language. The​ ​student may​ ​need​ ​more​ ​time​ ​to​
​receive​ ​information,​ ​ask​ ​questions,​ ​and/or​ ​offer​ ​comments.  
 
Accommodations​ ​may​ ​include:  


● Seating​ ​that​ ​allows​ ​a​ ​​clear​ ​view​​ ​of​ ​the instructor,​ ​the​ ​interpreter​ ​and​ ​the​ ​blackboard  
● An​ ​unobstructed​ ​view​ ​of​ ​the​ ​speaker’s​ ​face​ ​and mouth  
● Written​ ​supplement​ ​to​ ​oral​ ​instructions, assignments,​ ​and​ ​directions  
● Handouts​ ​provided​ ​in​ ​advance​ ​so​ ​the​ ​student can​ ​watch​ ​the​ ​interpreter​ ​rather​ ​than​
​read​ ​or copy​ ​new​ ​material​ ​at​ ​the​ ​same​ ​time  
● Visual​ ​aids​ ​whenever​ ​possible,​ ​including captioned​ ​versions​ ​of​ ​videos​ ​and​ ​films    
● Using​ ​a​ ​small​ ​spotlight​ ​to​ ​allow​ ​a​ ​view​ ​of​ ​the interpreter​ ​while​ ​showing​ ​films​ ​and​ ​slides  
● Repeating​ ​questions​ ​and​ ​comments​ ​from​ ​other students  
● Note​ ​taker​ ​for​ ​class​ ​lectures​ ​so​ ​the​ ​student​ ​can​ ​watch​ ​the​ ​interpreter  
● Test​ ​accommodations​ ​such​ ​as​ ​the​ ​use​ ​of​ ​a​ ​word​ ​processor​ ​or​ ​an​ ​interpreter​ ​for directions  
● Providing​ ​unfamiliar​ ​vocabulary​ ​in​ ​written​ ​form,​ ​on​ ​the​ ​blackboard,​  ​or​ ​in​ ​a​ ​handout   
● Use​ ​of​ ​e-mail,​ ​fax,​ ​or​ ​word​ ​processor​ ​for​ ​discussions​ ​with​ ​the​ ​instructor   
● Visual​ ​warning​ ​system​ ​for​ the ​building​ ​the instructor uses
● A​ ​real-time​ ​transcription​ ​requiring​ ​instructor​ ​to​ ​use​ ​a​ ​microphone.​ ​The​ ​text​ ​transcript
is​ then ​visible​ ​on​ ​a​ ​computer​ ​screen​ ​for​ ​student.


Communicating​ ​with​ ​Students​ ​Who​ ​are​ ​Deaf:
   
How​ ​either deaf​ ​or​ ​hearing-impaired​ ​students​ ​communicate​ ​depends​ ​on​ ​their:  
● amount​ ​of​ ​residual​ ​hearing,  
● type​ ​of​ ​deafness,  
● language​ ​skills,  
● age​ ​at​ ​onset​ ​of​ ​deafness,  
● speech​ ​abilities,  
● reading​ ​skills,  
● personality,  
● intelligence,  
● family​ ​environment,​ ​and
● educational​ ​background.  


Students​ ​who​ ​are​ ​deaf​ ​or​ ​hearing-impaired​ ​communicate​ ​in​ ​different​ ​ways:
● speech  
● sign​ ​language,  
● finger​ ​spelling
● writing,  
● body​ ​language,  
● facial​ ​expressions,
● or​ ​a​ ​combination​ ​of​ ​any​ ​of​ ​the​ ​above.
Some​ ​students​ ​are​ ​more​ ​easily​ ​understood​ ​than​ ​others.
The​ ​key​ ​to​ ​communicating​ ​with​ ​each​ ​student​ ​is​ ​to​ ​find​ ​out​ ​which​ ​techniques​ ​work​ ​best.
The​ ​important​ ​thing​ ​is​ ​not​ ​​how ​you​ ​exchange​ ​ideas​ ​or​ ​feelings​ ​but​ ​that​ ​you​ ​succeed​
in communicating​ ​with​ ​them.   
Communicating​ ​with​ ​a​ ​Person​ ​Who​ ​is​ ​Deaf​ ​in​ ​a​ ​One-to-One​ ​Situation:  


● Get​ ​the​ ​student’s​ ​attention before​ ​speaking.​ ​
A​ ​tap​ ​on​ ​the shoulder,​ ​a​ ​wave,​ ​or​​ ​another visual​ ​signal​​ ​usually​ ​works.

If you are unaware that a student may have a hearing impairment, do not assume
they are just ignoring you. It is a good idea to test them with an obvious loud noise.  
Drop a book, clap your hands, or make a noise that should cause a reaction.  
If it doesn’t, then refer them for further testing. It should not be a surprise to any of us,
that hearing is a complex sensory gift.  Few of us have perfect hearing, and although
none of us can hear a snowflake fall, we can still tell it’s falling by the sight of it floating down,
or the cold wet joy of it upon our skin.


Best wishes until next week,
Cheryl Lynn Peele


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Thursday, January 4, 2018

Does the Term "Learning Disabled" Include Everybody?

If you’re not a special education teacher you are probably wondering what a “learning disability” actually is.  It may interest you that nearly everyone has one or more  characteristics that inhibit learning.  It’s okay, we all have strengths and weaknesses.

Terminology​: 

Learning​ ​disabilities that​ ​are​ ​neurologically​ ​based​ ​may interfere​ ​with​ ​the​ ​acquisition​ ​and​ ​use​ ​of​ ​listening,​ ​speaking, reading,​ ​writing,​ ​reasoning,​ ​or​ ​mathematical​ ​skills.​ ​They affect​ ​the​ ​manner​ ​in​ ​which​ ​individuals​ ​with​ ​average​ ​or above-average​ ​intellectual​ ​abilities​ ​process​ ​and/or​ ​express information.​ ​A​ ​learning​ ​disability​ ​can​ ​be​ defined as​ ​a marked​ ​discrepancy​ ​between​ ​intellectual​ ​potential​ ​and academic​ ​achievement.​ ​The​ ​effects​ ​may​ ​vary​ ​depending upon​ ​the​ ​learning​ ​demands​ ​and​ ​environments,​ ​and​ ​they​ ​may manifest​ ​in​ ​a​ ​single​ ​academic​ ​area​ ​or​ ​impact​ ​performance across​ ​a​ ​variety​ ​of​ ​subject​ ​areas​ ​and​ ​disciplines. 

Characteristics​ ​may​ ​include​ ​difficulties​ ​in​ ​one​ ​or​ ​more​ ​of​ ​the​ ​following​ ​areas:

● Oral​ ​and/or​ ​written​ ​expression​ ​of​ ​thoughts

● Reading​ ​comprehension​ ​and​ ​basic​ ​reading​ ​skills

● Problem​ ​solving

● Ability​ ​to​ ​listen​ ​selectively​ ​during lectures,​ ​resulting​ ​in​ ​problems​ ​with note​ ​taking

● Mathematical​ ​calculation​ ​and reasoning

● Interpreting​ ​social​ ​cues

● Time​ ​management

● Organization​ ​of​ ​tasks,​ ​such​ ​as​ ​in​ ​written work​ ​and/or​ ​essay​ ​questions

● Following​ ​directions​ ​and​ ​concentrating

● Short-term​ ​memory

Considerations​ ​and​ ​Instructional​ ​Strategies: 

Instructors​ ​can​ ​use​ ​a​ ​variety​ ​of​ ​instructional​ ​modes​ ​to​ ​enhance​ ​learning​ ​for​ ​students​ ​with​ ​learning disabilities.​ ​A​ ​multi-sensory​ ​approach​ ​to​ ​teaching​ ​will​ ​increase​ ​the​ ​ability​ ​of​ ​students​ ​with​ ​differently functioning​ ​learning​ ​channels​ ​—​ ​auditory,​ ​visual,​ ​and​ ​tactile​ ​—​ ​to​ ​benefit​ ​from​ ​instruction.

Accommodations​ ​may​ ​include:

● Tape​ ​recorders​ ​and/or​ ​laptop​ ​computers

● Copies​ ​provided​ ​of​ ​classmates’​ ​and/or​ ​instructor’s​ ​notes​ ​or overheads

● Extended​ ​time​ ​for​ ​exams and assignments

● Exams​ ​in​ ​a​ ​quiet,​ ​distraction-free​ ​environment

● Breaks​ ​allowed​ ​during​ ​exams;​ ​exams​ ​given​ ​by​ ​page​ ​or by​ ​section

● Clear​ ​arrangement​ ​of​ ​test​ ​items​ ​on​ ​paper

● Using​ ​a​ ​calculator,​ ​spell-checker,​ ​thesaurus,​ ​reader, and/or​ ​scribe​ ​during​ ​exams

● Alternative​ ​form​ ​of​ ​exams,​ ​such​ ​as​ ​an​ ​oral​ ​test​ ​or​ ​an​ ​essay​ ​instead​ ​of a multiple-choice​    format

● Use​ ​of​ ​a​ ​blank​ ​card​ ​or​ ​paper​ ​to​ ​assist​ ​in​ ​reading

● Taped​ ​texts​ ​and​ ​classroom​ ​materials

● Use​ ​of​ ​handouts​ ​and​ ​visual​ ​aids

● Word​ ​processor​ ​with​ ​spell-​ ​checker​ ​and/or​ ​voice​ ​output​ ​to​ ​provide auditory​ ​feedback

● Concise​ ​oral​ ​instructions

● Instructions​ ​or​ ​demonstrations​ ​presented​ ​in​ ​more​ ​than​ ​one​ ​way

● Syllabus​ ​provided​ ​before​ ​the​ ​start​ ​of​ ​the​ ​semester, `

Although it could be advantageous to face weaknesses, it helps a great deal to inventory strengths.  It is sometimes much easier to develop strengths, then to spend an entire lifetime attempting to overcome weaknesses.  Although a diagnosis of “disabled” might be used to describe many of us, we are “abled” in many ways as well.

It has been fun chatting with you, I will be back next Sunday.

Cheryl Lynn Peele

Education Worksheets For EVERY ABILITY Level!








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Chapter Two: "Jennifer"