Evaluating Training and Implementation of the Individualized Meaning-Centered Approach to Teaching Braille Literacy.

Abstract: This study investigated the effectiveness of training workshops in braille literacy for teachers of students who are visually impaired and have additional disabilities. Participants in the training workshops in the Individualized Meaning-Centered Approach indicated general satisfaction with the training. Most reported using the approach with students in their caseloads and overwhelmingly reported positive outcomes for students. ********** Researchers 'who have investigated teachers' attitudes toward students with severe disabilities have concluded that most agree with the idea of providing these students with instruction in or access to the general education curriculum, but they are not trained in the strategies and techniques to do so (Agran, Alper, & Wehmeyer, 2002; Cook, 2001; Durando, 2008; Moberg, 2003). Unfortunately, little research has been conducted on comprehensive literacy programs for students with severe disabilities (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006) or on effective braille instruction for this population (Ferrell, 2006). Research in braille instruction for students with visual impairments and additional disabilities is essential to identify evidence-based practices for braille instruction to meet current educational policies. Furthermore, such research can validate the notion that literacy can and should be part of the curriculum for these students. The study presented here surveyed participants in training workshops on an individualized, meaning-centered approach to braille instruction that shows promise in meeting the needs of students who were once thought to be incapable of braille literacy. The Functional Approach (Wormsley, 2004), referred to in this article as the Individualized Meaning-Centered Approach, is designed for students who are visually impaired and have other disabilities. It begins with determining whether braille will be the literacy medium for the students and whether to use uncontracted braille (alphabetic) or contracted braille (including short-form abbreviations and letter combinations). For students who are still in the emergent literacy stage, the approach advocates the creation of a braille-rich environment that incorporates creating individualized stories for the student that will help the student realize that reading has meaning for him or her. It begins formal braille instruction by using a "sight word" approach to teaching braille that is based on individualized key vocabulary words that have been selected by and for each student because of the high emotional (meaningful) appeal of the word for the particular student. The use of these key vocabulary words (Ashton-Warner, 1963) is what differentiates this approach from others. Once some initial success in reading words has been achieved, the approach moves into teaching letter recognition, phonemic awareness, and phonics, with the key vocabulary words as the base for these activities, similar to the "whole-to-part" phonics approach (Moustafa, 1997; Moustafa & Maldonado-Colon, 1999). The 12 components of the approach also include teaching students proper hand and finger usage in reading and writing and adapting writing equipment for individual needs. Recording detailed data on a student's progress is essential in this highly individualized approach. The approach consists of a theoretically developed set of components with some basic instructions for initial implementation. Workshops have focused on the theoretical rationale and suggestions for implementing the component steps in the approach and on motivating teachers to implement it with students whom they may not typically consider as having the potential to learn to read. Although the components of the approach can be used simultaneously, the workshop provides training separately for each component, and attendees plan the ways in which they will implement each component with a particular student with whom they are currently working or will be working in the future. …