T S Makarova t s makarova yandex ru Teaching

T. S. Makarova t. s. makarova@yandex. ru Teaching BVI Students Reading Skills

Tips for Teachers Types and degrees of visual impairment Adaptive equipment Equal access to education Individualized learning pace Supportive learning environment

Adaptive equipment Electronic adaptations: Scanners to change print text to electronic one Software to access electronic text through Braille display equipment A computer voice output Audiocassette tapes, CDs, MP 3 s Digital audio recordings Braille documents Large print, magnifies

Teaching Methods Highly structured, multisensory, direct and explicit approach Predicted structure Planned repetition Kinesthetic, auditory and visual modalities in instruction Reduced reading Extended time to formulate replies

How to Assist the BVI Student to Learn Talk to the student before the course begins: - previous learning experience - assistive technologies Provide with information to obtain electronic versions Go over the class agenda, summarize the material orally Say aloud anything written on the blackboard Refrain from pronouncing ‘this’ or ‘that’, ‘here’ or ‘there’ Spell out unfamiliar words Go over any handout verbally Repeat and recycle the material multiple times

How to Assist the BVI Student to Learn Allow a blind student to use his own computer or adaptive notetalker in class Ask all students to identify themselves as they speak Pair a sighted student with a blind one Engage the class in oral exercises Engage sighted students to produce taped recordings of assigned texts Include oral testing

Task Goal Equipment Sighted Students 1) Readi Mastering Digital ng pronunci audio aloud ation and recordings Intonatio n skills 2) 3) Visually Impaired Tips to the or Blind Students Teacher Listening to 1) the text from end to end (looking 2) into the text) Finding out whether the text is quite 3) clear Repeating the sense groups after the teacher/spe aker Listening to the text from end to end Finding out whether the text is quite clear Repeating the sense groups after the teacher/spea ker 1) Reduce reading material 2) Make sentences shorter 3) Exclude unfamiliar words 4) Record the text slowly modelling good phrasing and expression 5) Divide the text into sense groups 6) Record the sense groups

Readi Mas Digital 4) Pronouncing the ng terin audio sense groups to the aloud g recor blind student pron dings 5) Pronouncing the unci sentences from the atio text to the blind n student and 6) Recording Into 7) Practising at home nati on skills 4) Repeating the sense groups after the sighed student 5) Repeating the sentences from the text after the sighed student (another one) 6) Listening to the other students while they are recording or reading the text to each other 7) Practising at home 8) Recording at home 7) Pronounce the sense groups 8) Arrange pair work 9) Do not use the words ‘look’ 10) Spell or ask your sighted students to spell unfamiliar words and explain/translat e these words into your native language 11) Provide with the text to read it at

Tips to the Teacher Reduce reading material 2) Make sentences shorter 3) Exclude unfamiliar words 4) Record the text slowly modelling good phrasing and expression 5) Divide the text into sense groups 6) Record the sense groups 7) 7) Pronounce the sense groups 8) 8) Arrange pair work 9) 9) Do not use the words ‘look’ 10) Spell or ask your sighted students to spell unfamiliar words and explain/translate these words into your native language 11) Provide with the text to read it at home 1)

Reading Aloud You must excuse a letter from somebody you may this morning not even remember. It is the lonely young man with the black face beside the door to whom you were so kind last night. I have only just returned from Cambridge, to Calcutta, and know no one here. It was a real ordeal to find myself at Government House, at such a large party, all alone in the world.

Dividing into Sense Groups You must excuse/ a letter from somebody/ you may this morning/ not even remember. / It is the lonely young man/ with the black face/ beside the door/ to whom/ you were so kind last night. / I have only just returned/ from Cambridge, / to Calcutta, / and know no one here. / It was a real ordeal/ to find myself/ at Government House, / at such a large party, / all alone in the world. /

Pronouncing Sense Groups not even remember you may this morning/ not even remember a letter from somebody/ you may not even remember a letter from somebody /you may this morning /not even remember You must excuse a letter from somebody /you may this morning / not even remember