Tip:
Highlight text to annotate it
X
Now I'm going to look at some of the challenges
that our students face.
Primarily, our students have limited opportunities
for incidental learning,
in that they are not overseeing and overhearing their parents,
their siblings, their peers reading, writing,
making up shopping lists,
all of those activities that occur on a daily basis.
Our students also do not hear the language
and stories being read
if they have hearing impairments.
And for a lot of our students who are medically fragile,
medical interventions often take precedence
over other learning opportunities,
which include literacy.
Students also have a delayed concept development
due to these lack of early literacy experiences
because of motor impairments, visual impairments,
hearing impairments, health issues, and behavioral issues.
Another challenge that our students face
is the limited exposure of stories being read aloud.
They have limited opportunity for reading time.
They have limited access to accessible print materials
such as dual-media books, books in Braille,
auditory books, tactile books.
In addition, students and parents
often have limited sign language capabilities
to communicate a story
that's being read in a storybook.
Communication strategizies
that teachers utilize when reading stories
are often hard to replicate at home.
In other words, tactile books,
using objects to communicate a story are not done,
and it's often not seen as a priority
for children that are small.
For lack of motivation,
we can look at it a couple of different ways:
for the child, for the parents, and for teachers.
For the child, they may see no value in books or reading.
It just may not be something that they are motivated by
or find it's an interesting thing to do in their free time.
So for that, we might look at considering music, sounds,
books with flip-ups, tactile components, and movement.
For parents, it's hard,
because you may not get enough feedback from the child
or response from the child
when you're reading stories to them.
They also may not think that the child is enjoying this time,
because it's often a time that parents of typical children take
to bond and to... you know, before bed, as a routine.
So if that's not seen as an enjoyable time,
it just doesn't happen.
And for teachers, it can be very time consuming
to make materials that are appropriate
for all of the students in your class.
You could have a class
with students who are primarily blind.
You could have a student who is primarily deaf,
or you could have a student who is totally deafblind
and with other multiple disabilities.
And that can be very challenging
when you are trying to create materials and books
that are accessible to everyone.
The next slide shows some pictures
of some motivating books
and some of the components I've talked about.
The tactile component, the auditory component,
and the movement and flip-ups are examples.