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DOCUMENT. RESUMEEC 051 397ED 074 647Eden, Kathleen; And OthersImproving Visual Skills; A Guide for Teachers of theHandicapped.Iowa Univ., Iowa City. Special Education CurriculumDevelopment Center.Iowa State Dept. of Public Instruction, DesMoines.Mar 73AUTHORTITLEINSTITUTIONSPONS AGENCYPUB DATENOTE288p.MF- 0.65 HC- 9.87Associative Learning; Class Activities;Discrimination Learning; *Early Childhood; EffectiveTeaching; *Exceptional Child Education; Guidelines;Learning Disabilities; *Lesson Plans; Memory;*Perceptually Handicapped; Perceptual MotorCoordination; *Visual Learning; Visual PerceptionEDRS PRICEDESCRIPTORSABSTRACTPresented are suggestions and 330 lesson plans forthe improvement of visual skills of 3-to-7-year-old perceptuallyhandicapped children. Suggestions for the reading program includelarge screen presentation and use of the Language Master. Possibledesigns for a classroom learning center for independent learningtasks are suggested. Seven areas of visual abilities are defined withmost of the book being given to lessons in remediation in each of. theareas. The lessons are organized into instructional objective,materials (when needed), and activity. Lessons are given for thereadiness, academic, and advanced levels of difficulty. Examples ofthe activities included are pouring, shoe tying, braiding, matchingtasks, using Morse Code, imitating a sequence of. motor activities,recognizing state shapes, completing shapes, and identifyingincongruities in pictures. Following are the seven areas with thenumber of lessons given in parenthesis: visual motor (113), visualreception (37)visual discrimination (29), visual memory (48)visual sequential memory (49), visual closure (30), and visualassociation (24). The final chapter lists about 66 publishingcompanies including addresses, types of materials published andprices, if known. (DB),,
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SPECIAL EDUCATION CURRICULUM DEVELOPMENT CENTERAN INSERVICE TRAINING APPROACHr%.L.)trivicoviNg VISCIAL5K1115A Guide for Teachers of the HandicappedMarch 1973byKATHLEEN EDENJEAN S. GREENJANICE HANSENU.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE .OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.COORDINATION STAFFFrank Vance, Project DirectorMark Feustel, ConsultantJeffrey P. Grimes, ConsultantPeter A. Malmberg, ConsultantPRODUCTION STAFFS. Bernie Walden, Production CoordinatorEsther Feske, Graphic ArtistDorothy Phillips, Assistant EditorA COOPERATIVE PROGRAM INVOLVING THE IOWA STATE DEPARTMENT OF PUBLIC INSTRUCTION AND THE UNIVERSITY OF IOWA
THE AUTHORSKATHLEEN EDENReceived her B.A. from The University of Iowa in Special Educationin 1964. She taught remedial reading one year in the Bettendorf, IowaSchool System and since then has taught at the Center for Childrenwith Learning Problems provided by the Muscatine-Scott CountySchool System. She also has taught in the Augustana College (RockIsland, Illinois) summer program for children with specific learningdisabilities for two sessions.JEAN S. GREENReceived her B.A. in Psychology from Iowa Wesleyan, Mt. Pleasant,Iowa in 1967, her M.A. in Special Education from The University ofIowa in 1971, and will receive her Ed.S. in Behavior Disorders, SpecialEducation from The University of Iowa in 1972. Her teaching experience consists of two years in a non-graded, self-contained specialeducation classroom in Yarmouth, Iowa; one year working Withjunior high adolescents at the Towers School in Mt. Pleasant, Iowa;and two years in the Center.for Children with Learning Problems inDavenport, Iowa where she worked with SLD students as a teacher,resource person, and diagnostician. During the 1971-72 school year,Ms. Green set up the Center's Learning Lab, designing and sequencingthe materials used for CCLP's reading program.JANICE HANSENReceived her B.S. degree in Child Development fronn Iowa StateUniversity and M,A. from The University of Iowa in Special Education.She has taught at the Center for Children with Learning Problems inDavenport, Iowa and also has taught in the Bettendorf, Iowa. Ms.Hansen is currently functioning as a Consultant for Programs forChildren with Specific ,Learning Disabilities for the Muscatine-ScottCounty School System. At the college level Ms. Hansen has taughtat the University of Southern Mississippi at Hattiesburg, Mississippiand at Marycrest College in Davenport, Iowa.
fre"VI47itt;11,a6".4The Special Education CurH(.:,,Aimof1s as its main ot.iject;vea statewide inservice training nrogn.mr.,c!6sr. zeacnersCi the. flit)t.licapped. Twentyfrom differer,t geogcriphic iirels off:orts011ing teachers, They attend I r j:mingin Des Moines and than return to Uusiorsme arc:aare intended ft. .4- :iissern.cu.iun throughsesstor's conciircriToThese ;:-.3tenalsin responseclass tr.,2achers.bu:cfonotPuns:.,.[t'.trin in rr.ind that the purve rfmererial is ro serve us d startirJ1 pop"n. ForAndnotndalso be nOter:i that- anfy rc?!. enk.n. to c.ornEotcarnPr6Dli'l prmared ointerials l;\,. the Sition UDevelopm.,.mt Center does not.constw.,.tf: i recommendation Cr (.N1dorsoment forThe consideration of such riftyterial ispurchas;.:.in:ended solely as a means of assistid0 teachers andadministrators in the evaluation of materials,.
CONTENTSONE RATIONALE1TINO READING PROGRAM3THREE CLASSROOM LEARNING CENTERFOUR AREAS OF VISUAL ABILITIESFIVESIXLESSONS IN REMEDIATIONVisual Motor 25Visual Reception 89Visual Discrimination111Visual Memory175Visual Sequential Memory 205Visual Closure229Visual Association 257RESOURCESMaterials and Distributors291References111721279279
How often have you wondered just what was with a child when youobserved him doing certain visupl tasks, such as the first grade child who wroteOr the third grader who presented thehis name in this manner.) 4nfollowing paper to her teacherMy FamilyMy familyI have a dog. His nameI have a dog. Name sigiger. I have a siser and abired. My dog si a seep dog.My mother was a narse.which should read:is Ginger. I have a sister anda bird. My dog is a sheep dog.My mother was a nurse.Or take the sixth grader who frequently, but not consistently, reverses b and dor on for no , and reads so haltingly. All these children may be experiencingvisual difficulties.There are many varied and different characteristics of children who haveproblems with the visual channel. Some children cannot discriminate the difference between words which are very similar such as mouth and month or pinkand pick. There are those who reverse letters, numbers or words such as b andd, p and q, spot and pots, was and saw, 3 and E or 5 and 2. when both readingor writing, even after repeated expereinces with these symbols. Some youngsterscannot remember words. For instance the teacher may present the word blackto Johnny on Monday and feels that he has learned the word. vet when shepresents the word to him on Tuesday Johnny acts as if it is an entirely newword, and this pattern continues day after day.
2Rat lc-maleThere can be a number of different possible reasons for this behavior suchas Iiick of motivation, poor home environment, or lack of experience; however,many of these youngsters can be experiencing difficulty with the reception orinterpretation of visual information.Before discussing characteristics of children with visual perCeptual problems,look at a simplified explanation of how we see. The human eye is an extremelycomplex organ which is often compared to a camera. In order to see we firstof all need light waves, as they are the stimuli for seeing. Light enters the eyethrough the cornea. The amount of light which is allowed into the eye is regulatedby the iris, and the lens focuses the light on the sensitive surface which is theretina. The incoming light waves cause the optic nerve to be stiumlated therebycreating impulses that are then sent to the brain. The eye does not see, as it ismerely the mechanism that receives the light waves.iriscornearetinafoveablind spotpupil openingciliary musclesAlthough relatively-little is known about the actual functioning of thebrain, it is felt that once the impulses reach the bi'ain a very complex processingof information takes place. This mental processing allows us to interpret orunderstand what we have seen.The functioning of the brain is amazing because there is so little informationavailable on how this occurs. What happens in the brain to allow us to react whenwe see a ball coming toward us, or to respond to a word on a page in a book?At this point in time there is little information available to answer these questions.Visual perception involves more than just having good visual acuity or beingable to see'accurately. The interpretation oi. what the eyes see is carried out inthe brain, therefore visut4I perception is a learned task. For instance if you seethese three linesAyounaturally perceive them as a triangle rather than justthree connected lines. The lines are viewed by your eyes, but the recognitionof them as a triangle occurred in your brain.What we are attempting tc do in this book is to provide information onhow to work with and teach children who do have adequate visual acuity. Thechild's eyes are functioning normally but the child may be having difficultyinterpreting, remembering or responding appropriately to what he has seen.The root of the disability we are attempting to deal with in this book is notone which is found in the functioning of the eye, but rather' it is found in thefunctioning of the brain.Visual learning and development are extremely important for a child toeffectively adapt to a school setting. It is because of this reason that considerationis given at this time to the visual domain however, it is not to be assumed thatvisual learning is somehow separate from all other aspects of learning. All theother learning, such as auditory, motor or language, are all occurring at thesame time.
3TWOThe implied purpose of a sound remedial reading program is to assist thedelayed or disabled reader in the development of sufficient skills and competencein all of the areas of language arts so that he may gain meaning from the printedand/or spoken word.The process through which this objective is attained frequently requiresthe use of all input modalities visual- auditory kinesthetic tactile- -and involvesdecoding and encoding of material received through the spoken, printed, andwritten word as well as expressed by the spoken, printed and written word.The reading program methodology generally considered to be the mosteffective for the greatest number of students is the pattern control, phonicsapproach, which relies heavily upon the maximizing of auditory skills. it isan approach which can be used effectively with the average student. It isespecially effective for the student who has weak visual skills. In this case,the auditory-phonic method is used to strengthen the visual weaknesses byestablishing the necessary auditory-visual'association, moving from and throughsound to sight.On the opposite side of the coin, for the child whose visual skills are beingused to help pull up the weaker auditory skilis a somewhat different approachis recommended. Johnson and Myklebust (1967, pp. 175-176) Jiscuss educational procedures as follows:Children with auditory involvements respond best to a wholeword or ideo-visual approach during the initial stages of readinginstruction. Because of their problems in auditory perception,memory and integration, thy are unable to handle the skillsrequired for phonetic analysis; in fact, some may be able todevelop auditory skills only after having learned a sight vocabulary.As with the visual dyslexic, however, debilitated functions cannotbe ignored. Even though able to learn by a global method, hecannot possibly retain visual images for every word; therefore, hemust acquire a systematic means of attacking unfamiliar words.
4Reading ProgramHence, as educators, it is our task to find the best learning-teaching system foreach child, working with and through his strengths in an attempt to develop adegree of efficiency in his weak areas.Thus, for some, it may be necessary to use a word-picture associationsystem of vocabulary study, withdrawing the picture when the word has beenlearned. Other youngsters seem to learn new words first through emphasisupon the verbal association with the total word configuration of the visuallypresented stimulus, only later being able to note the letter sequence withinthat configuration.Some children are able to learn vocabulary well by using a system developedby Kathleen Eden, one of the authors of this manual. This is the most effectivemethod we have observed and used, and consists of:e presentation of the whole word on a screen, mounting each wordseparately on a transparency strip, using a tachistoscope or overheadprojector, with each word presentatior being accompanied by 6 to 8STEP ONEwhole word pronunciations in rdp;,1 SL'.L.cession on the part of theteachere) student-teacher pronunciations (6 to 8 in rapid succession) of thatsame word, and/or individual student pronunciation as/if designatedby the instructorSTEP TWOsame procedural sequence now applied to oral spelling instead ofpronunciationSTEP THREEoral spelling now without the visual imageSTEP FOURe confirmation of correctness/incorrectness via re-presenting visualstimuli on screenSTEP FIVEe written spelling without the visual imageSTEP SIXtesting over all words covered in a given group, six to ten wordsone time (two 100% correct tests required) which indicates:readiness to move on, orneed to drop back to one of the previous stepsIf need to drop back to one of the previous steps is indicated, VAK (visual/auditory/kinesthetic) spelling practice activities should be used, which meansthat the child names each letter in a given word as he writes it, and pronouncesthe whole word when writing has been compietE.d. The motor or kinestheticcomponent of this activity is an important part of visual reinforcement.Another effective use of the whole word method of teaching reading isthe experience story. The student may be asked to dictate (either on a taperecorder or to the instructor) a description of an interesting event in his life.The material should be typed as soon as possible and returned to the studentwhile it is still fresh in his memory. The student will thus be able to recall,almost verbatim, what he has said, and after several times through, be able toesfablish the association between the words he has dictated and the words hesees on the printed page. Reinforcement exercises for this activity could includecutting the story into sentence strips and asking the student to sequence theminto the original order of occurrence. To check word mastery, several of theSTEP SEVEN
Reading Programkey words could be drawn aside for student identification. If he cannot identifythe words in isolation, they can be replaced in their original positions so thatcontext clues will prOvide the needed assistance. Shift back and forth untilword recognition is secure.Early writing movements often must be grossly exaggerated through suchbehaviors as: air tracing; chalkboard writing in large, flowing movements;making letters out of clay; tracing sandpaper or other rough-textured letterforms; tracing first on a solid line, then a dotted line, and finally connectingpoints. It may help some students to use felt-tipped magic markers in brightcolors to help drive home certain troublesome letter forms. Sometimes, ithelps to put a piece of candy on correctly written letters or words, ignoringthe incorrectly written letters or words.For vowel sounds that are causing difficulty Bannatyne's system of colorcues (Money, 1966) may be of help. A square of color is placed beneath allvowels producing sounds which match the vowel sound of that particular color.name, i.e.,blue: /oo/ as in moon; dew/ as in flew; /ue/ as in gluered: /ea/ as in read, dead; /ai/ as in said; /e/ as in bedtan: short /a/ soundsgreen: /Re/ as in stream; /ee/ as in green; /ei/ as in receive; /lel as in believepurple: r-controlled vowels, /ir/, /er/, /ur/ such as bird, term, furIt is unlikely that one child will have trouble with all vowel sounds. Theone(s) giving difficuity can be color-cued until learning has taken place.As one additicval comment, placing the color beneath the vowels (whichshould appear in black type as usual) rather than presenting the vowels themselves in color makes the transition from cued-presentation to non-cuedpresentation easier. The student will thus continue to see the letters in blackprint.Again, whether remediation is required in the visual area, or the auditoryarea, stimuli should be presented to both these input modalities. Informationis rarely received through one channel alone. When possible, the child shouldsee the stimulus, hear it, and then pronounce it. When writing is involved, again,the motor activity should be added to the see-hear-say process.Learning tasks should be presented in a well-structured, developmentalsequence. We know of no better sequence than the one discussed in the manualon auditory remediation, which is the composite of the Merrill, Gillingham, andthe University of Iowa Reading Clinic manual by Elizabeth Forell (1967). Bypresenting the eleven consonants that have only one sound (/j/, /k/, /1/, /ml, In/,/b/, /p/, /h/, /r/, /v/, and /w/), and the short vowels, introduced in appropriateorder, the child, is not being asked to contend with sound irregularities untilhe has developed a fairly stable vocabulary of his own. The letter groups inorder of presentation are:Group 1: /a/, /b/, :'c /, /-1/, /h/, /i/, /j/, /m/, /p/, and It/Group 2: /g/, /o/, /r/, /1/, /n/Group 3: /th/, /u/, /chi, /e/, /s/Group 4: /sg/, /d/, /w/, /wh /, and /y/Group 5: /v/, /z/, /x/, /ck/, /ee/, and /k/
6Weading Psuy1 :1111Be';inning with' Group 2, blends c3n he introduced Digraphs appear mGroups 3 and 4. By the time the student has finished Group 5, he knows theshort vowel words and has now begun to move into long vowels.The Language Master used for visual-auditory vocabulary learning andreinforcement, and the tape recorder used for visual-auditory reading, aretwo important .pieces of equipment. Beginning.with the Language Master,considering first the whole-word approach, the following methods of presentation can be used1. The word /picture is fastened to the LM card, with the word writtenbelow it as follows:bat(instructor pronouncesword)b-abatt(instructor pronouncesword again)(instructor spellsword)Here, the child sees the picture that goes with the word, sees/ ears theword pronounced; sees/hears the word spelled; and sees/hears the word pronounced again.2. The word is presented as a sight word, is written across the top of theLM card, and is pronounced normally without being spelled. thenumber of times the word is pronounced depends upon whetherthe LM card is a 9" or 14" card. Just be careful so that eachpronunciation of a given word is distinct and apart from all othernronunciations of that word.)batbatbatbatbat3. The word is written across the top of the LM card (without the piCture),and is pronounces /spelled for several pairings:bat/batbat/batbat/ba- tThis method of presentation is used when the students are assigned thespelling activities that go along with their reading materials, or as reinforcementactivities that go along with their spelling class.4. The word is pronounced, used in a sentence, and pronounced again,with the entire sequence being entered across the top of the card.This format can be instructor-prepared, or Commercially preparedcards using a similar format are available. This method is an extensionof the sight word method presented here under No. 2, and helps thechild associate meaning with the
recognizing state shapes, completing shapes, and identifying incongruities in pictures. Following are the seven areas with the number of lessons given in parenthesis: visual motor (113), visual reception (37),visual discrimination (29), visual memory (48) visual sequential memory (49), visual closure (30), and visual association (24).
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