A Case Study of Tack TilesR Literacy Instruction for a Student with Multiple Disabilities Including Congenital BlindnessReport as inadecuate




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Physical Disabilities: Education and Related Services, v30 n2 p48-66 Fall 2011

Research on literacy instruction for students with multiple disabilities is limited. Empirical research on braille instruction for students with multiple disabilities that include congenital blindness is virtually nonexistent. This case study offers initial insight into possible methods of early braille literacy instruction for a student with multiple disabilities including congenital blindness and autism. The use of Tack Tiles[R] during an intervention program in a one-on-one format resulted in increased early literacy skills for the targeted student. Educational implications address the potential challenge of tactual readiness for braille instruction for students with multiple disabilities. (Contains 5 figures.)

Descriptors: Case Studies, Emergent Literacy, Literacy Education, Congenital Impairments, Blindness, Multiple Disabilities, Autism, Pervasive Developmental Disorders, Braille, Intervention, Manipulative Materials, Grade 4, Elementary School Students, Instructional Effectiveness, Individual Instruction

Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: barbara.kulik[at]csun.edu; Web site: http://www.cec.sped.org





Author: Klenk, Jessicia A.; Pufpaff, Lisa A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1692&id=EJ955446







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