The Freedom to Read, the Right to Read
Issue:
Literacy education for children and youth who are blind or living with vision loss in Canada
Statement:
CNIB believes that all children have the right to literacy instruction and to be as literate as their sighted peers.
Preamble:
There is a crisis in Canada regarding literacy education for
children who are blind or living with vision loss. The UN Convention on
the Rights of the Child, the UNICEF Education Agenda and the Canadian
Coalition on the Rights of the Child, require us as a nation to provide
an appropriate education in the most enabling environment.
CNIB is concerned that Canada is not meeting this requirement for
children who are blind or living with vision loss. In response, CNIB
commissioned a study on the status of literacy education for these
children and has prepared this position statement. The goal is
legislation to guarantee children’s freedom to read, write and learn.
THE CNIB POSITION:
CNIB believes that:
All children have the right to literacy instruction and
to be as literate as their sighted peers. They deserve the same
standards of education and have the right to: be taught to read and
write; to have freedom of full access to information and knowledge from
textbooks, journal articles, the Internet, written forms of
communication, fiction and non-fiction literature, and other forms of
written media and to library services that are accessible and support
their education and information needs.
Public policy must assure and guarantee the practices and
procedures in the field of education and alternative format media
production, and provide appropriate levels of funding. At minimum,
education legislation should guarantee the basic literacy skills for
Canadians who are blind and living with vision loss, assure the same
standards and quality of education for children who are blind and living
with vision loss as for their sighted peers; and hold accountable those
publicly funded institutions for ensuring that these standards of
literacy are met.
These standards are under threat for Canadians who are
blind and living with vision loss because of the continued decline in
the use of Braille by school-age children who are blind; the limited
access to large-print materials for students with low vision; the
limited access to specialized literacy materials, aids and instruction
for those with additional disabilities; and the deterioration of
literacy skills in general among students who are blind or living with
vision loss.
Partnerships are key to children’s success in achieving
access to literacy instruction. All stakeholders, including community
agencies, educators, government, and of course, families, have a role to
play.
Therefore, the governments of Canada must cooperate in a
major study to assess the impact of education strategies on literacy
amongst children and youth who are blind or living with vision loss.
This position statement adheres to The Convention on the Rights
of the Child, adopted by the United Nations General Assembly in 1989. In
addition UNICEF’s Education Agenda, acknowledges the need for
“supporting special measures to ensure that none are excluded from
learning and that quality education reaches every child regardless of
gender, class, race, religion, ethnicity, disability and location”
(UNICEF, 2000, p. 17).
The Canadian Coalition for the Rights of Children, the Canadian
body responsible for monitoring Canada’s progress on the international
convention, reports that children with disabilities, along with
Aboriginal children, abused and neglected children, and refugee
children, are still particularly vulnerable to rights abuses (Canadian
Coalition for the Rights of Children, 1999). The Coalition continues to
say that the supports and services needed by Canadian children with
disabilities are considered a ‘privilege,’ not an entitlement, and that
“the right to appropriate education in the most enabling environment is
NOT guaranteed” (CCRC, 1999, p.4).
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Based on sound research of the status of literacy access of
Canadian children and youth (MacCuspie, 2002), we make the following
statements of need:
1. A Canadian voice for the education of students who are blind or living with vision loss.
The Issues
- Given the low incidence of vision loss and blindness among
school-age children, the heterogeneity of the population, the level of
expertise required to address their educational needs, and the scarcity
of resources, school board employees are sometimes uncertain of the
programs and services needed by their students who are blind or living
with vision loss.
- There is current information that Aboriginal children with
vision loss living on remote reserves are sometimes kept at home and not
sent to school at all.
CNIB Position
Ministries of Education must establish:
- Guidelines and standards of practice for the delivery of
appropriate, high-quality educational programs to all children and youth
who are blind or living with vision loss, including those with
additional disabilities;
- Terminology that is consistent and common to all provinces and territories;
- Teacher preparation facilities to ensure an adequate number of qualified teachers;
- Shared information and expertise relevant to the field;
- Advocacy for equality of educational opportunity for students who are blind or living with vision loss;
- Identification of important research needs; and
- A process to catalogue and distribute all materials being
produced in alternative formats for educational use, and to monitor the
access to equitable services throughout the country.
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2. Preschool children have equal access to appropriate emergent literacy materials and skills.
The Issues
Preschool sighted children develop literacy from a very early age.
Because they have complete vision, there is huge exposure to the concept
of symbolism, the first building block in early childhood literacy.
Extremely young children learn what the giant yellow M means long before
they can sing the entire alphabet, and probably well before the parents
would prefer!
Children with vision loss are blocked in their vision-based emergent
literacy development. The teaching of emergent literacy skills must be
encouraged by service providers, and appropriate materials must be made
available for the 2-5 age group. Parents must be provided with both the
materials and the skills and ideas so that they can implement simple
emergent literacy programs in their homes. These kinds of programs must
be made accessible to parents without undo hardship or cost, for parents
are the primary teachers of all children in this age group, and parents
of children who are blind must be supported so they can provide the
appropriate literacy education.
Emergent literacy development is a building block for later development of literacy skills.
CNIB Position
Providers of early childhood intervention and preschool education,
must make a high priority of emergent literacy skill development in
their family support and early intervention programs.
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3. A determination of the appropriate learning media for students who are blind or living with vision loss.
The Issue
Determining the learning media to be used by children who are blind
or living with vision loss is influenced by a lack of resources,
administrative preferences, or convenience, rather than based upon the
results of a comprehensive assessment of the student’s strengths and
needs.
CNIB Position
Students who are blind or living with vision loss must receive a
learning media assessment prior to the initiation of formal literacy
instruction in order to make an informed decision of the learning media
to be used. Assessment must be ongoing, and learning media decisions
should be re-evaluated on a yearly basis or more frequently if decisions
are tentative or problems arise.
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4. Emphasis on the importance of braille literacy for those who would use braille.
The Issue
Literature indicates that the decline of the use of braille by
students who are blind or living with vision loss is a result of
technological advancements, the inclusion of students in the public
school system, and/or the shortage of qualified teachers of students who
are blind or living with vision loss (MacCuspie, 2002).
CNIB Position
When assessment results indicate a potential benefit, the option of
learning braille in order to access literacy instruction must be
available to all children who are blind or living with vision loss.
Braille provides efficient access to information and a process for both
reading and writing. It is the only reading and writing system
recognized by UNESCO for people who are blind.
CNIB believes it is a mistake to presume that any other technology
is a substitute for the literacy skills provided by braille. In addition
to the acquisition of basic literacy, braille provides readers with the
opportunity to function independently in their activities of everyday
life, employment, recreational reading, and communication with others.
Braille is considered an integral part of educational programming
for students who cannot access print efficiently, and is an equally
effective and valued medium in supporting the acquisition of literacy
skills. Braille must be accurate and conform to CBA standards.
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5. Equal access to specialized instruction for children with low vision who use print.
The Issue
Because the unique learning needs of children with vision loss are
often misunderstood or unidentified, children who use print as their
primary medium for literacy instruction, or who have a specified level
of visual acuity, are sometimes denied specialized teaching services
available to children who use braille.
CNIB Position
Children with vision loss who use print as their primary learning
medium must not be denied specialized teaching services available to
children who use braille, and must receive the same individualized
instruction from a qualified teacher of students who are blind or living
with vision loss as do students who use braille or braille and print
simultaneously. The type of services and the frequency of direct
instruction must be determined only through assessment of the student’s
learning needs and performance.
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6. Access to literacy instruction for students who are blind or living with vision loss with additional disabilities.
The Issue
Children who are blind or living with vision loss with additional
disabilities are often considered incapable of developing literacy, and
are not always provided with formal instruction, particularly in
braille, to promote the development of literacy skills. Children with
these multiple disabilities are often not “counted” as having vision
loss.
CNIB Position
A broadened concept of literacy must be adopted to address the
assessed needs of students who are blind or living with vision loss with
additional disabilities. The importance of literacy instruction for
these students, including basic and/or functional literacy, must be
promoted and understood among parents, educators and administrators.
Such instruction must become an expectation of their educational
programming.
Children who are blind or living with vision loss with additional
disabilities must be counted for the purposes of statistics, funding,
and access to specialized services, including literacy instruction, from
teachers of students who are blind or living with vision loss.
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7. Literacy instruction programs for (school-aged)
children and youth must be designed and delivered by qualified teachers
of students who are blind or living with vision loss. Families of
preschool children should be encouraged to involve their children in
programs that promote literacy at an early age.
The Issue
Children who are blind or living with vision loss, including those
with additional disabilities, are sometimes denied the probability of
reaching their maximum literacy potential, because they do not have
access to direct instruction from a qualified teacher of students who
are blind or living with vision loss.
CNIB Position
All children who are blind or living with vision loss should be
considered to be at risk for development of literacy skills. These
children, their parents, and their teachers should receive support to
promote development of literacy through the use of all sensory channels,
from a qualified teacher of students who are blind or living with
vision loss.
For school-aged students who would use braille as their primary
learning medium, CNIB strongly supports the standards for teachers of
braille reading and writing established by the Canadian Braille
Authority. The standards state that teachers of braille reading and
writing must:
- hold at least a bachelor’s degree;
- have basic teacher certification in any area of education;
- hold qualifications as a teacher of students with vision loss;
- have completed university coursework on basic methods of teaching reading;
- have completed university coursework focusing on the literary braille code; and
- have completed university coursework focusing on teaching braille reading and writing.
For students who would use large print as their primary learning
medium, CNIB strongly supports the specialized services of a qualified
teacher of students who are blind or living with vision loss.
For students with vision loss with additional disabilities, CNIB
strongly supports the specialized consultation services of a qualified
teacher of students who are blind or living with vision loss.
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8. Frequency of Specialized Instruction
The Issue
Children who are blind or living with vision loss sometimes do not
receive the frequency or intensity of literacy instruction by a
qualified teacher of students who are blind or living with vision loss,
to ensure they reach their maximum literacy potential.
CNIB Position
Children who are sighted are usually actively involved in literacy
development activities for a significant portion of their school day.
For students who are blind or living with vision loss, significant
accommodations and additional formal instruction are often required to
ensure the timely development of literacy skills. Intensive,
individualized literacy instruction must be provided during the early
elementary grades for all students who are blind or living with vision
loss. The need for continuing support and instruction focused on the
development of literacy skills must continue to be determined through
annual assessment of the student’s needs and performance.
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9. Access to literacy materials and programs.
The Issue
Children who are blind or living with vision loss sometimes have a
limited selection of literacy materials, or have limited access to the
literacy programming materials available to their classmates.
CNIB Position
Children who use braille as their primary learning medium, and those
who use braille in addition to print, must have access to the same
literacy programs, materials and resources as do their classmates who
are sighted. Children who require large- print materials must be able to
receive them in a timely fashion.
Classrooms and libraries in schools where students who are blind or
living with vision loss are enrolled should maintain a broad selection
of age-appropriate literature and selections at the reading level of the
student. Literacy materials used with beginning readers must be
interesting, varied, and formatted to accommodate the physical and
intellectual interests of the young child.
Older students need to have written materials provided in the medium
of their choice to ensure they have the opportunity to expand and
practice literacy skills. CNIB strongly supports legislative mandates
requiring publishers to provide access to electronic versions of all
materials sold to schools, to ensure students who use alternate formats
have access to new resources at the same time as their classmates who
are sighted.
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10. Access to Assistive Technology
The Issue
Students who are blind or living with vision loss sometimes do not
receive timely instruction in the use of assistive technology that
supports the development of literacy skills, or they have access to
assistive technology only when in school. Children and youth who would
benefit from optical devices to access print often go without, whether
because of a resistance to using them, a lack of resources, or lack of a
low vision assessment to recommend the devices.
CNIB Position
Children who are blind or living with vision loss should be assessed
to determine the assistive technology and technical aids that will best
support their development of literacy skills. The use of assistive
technology and technical aids should be monitored and reassessed on an
annual basis. Assistive technology and technical aids should be
available both in the home and at school, to give the student full
access and sufficient opportunity to practice newly acquired skills.
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11. Parent Involvement in Literacy Issues
The Issue
Parents sometimes feel reluctant to take an active role in
educational decisions relevant to their child’s literacy instruction.
CNIB Position
Parents must be an active partner in supporting their child’s
development of literacy, and in the identification and choice of
learning media. As an integral member of the multidisciplinary team,
parents must be provided with access to appropriate information and
training that will encourage their active and meaningful participation
in educational decisions. Parents must be continually supported to feel a
part of the team planning process.
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12. Provincial evaluation of the literacy performance of students who are blind or living with vision loss.
The Issue
In most provinces, students who are blind or living with vision loss
are excluded from standardized testing of literacy skills, currently
available to other students.
CNIB Position
The Departments of Education in Canadian provinces and territories
must initiate a specific assessment process to determine the level of
literacy being achieved by students who are blind or living with vision
loss. The results of such evaluations should be used to guide educators
in the improvement of literacy instruction, and to identify existing
problems that can be addressed in a timely fashion.
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13. Increased availability and education of teachers of students who are blind or living with vision loss.
The Issue
Across Canada, there is a shortage of qualified teachers for
students who are blind or living with vision loss, and there is a
continuing need to provide professional development opportunities to
ensure that existing teachers maintain their level of expertise, and are
informed of new information and skills.
CNIB Position
There is an urgent need to increase the number of qualified teachers
of students who are blind or living with vision loss in Canada. We can
no longer ignore the needs of children in rural areas, children with
vision loss who receive limited, if any services, or braille readers who
must receive their literacy instruction from paraprofessionals.
As well, participation in professional development must be
considered compulsory for current teachers of students who are blind or
living with vision loss. Continuing education to acquire expertise in
the use of learning media assessment tools and procedures, the
implications of various approaches to literacy instruction for students
who are blind or living with vision loss, the most effective use of
assistive technology in developing literacy skills, and the complex
literacy needs of students with additional disabilities must be
mandatory.
Teachers need to participate in routine refresher courses to
maintain and upgrade skills in areas such as braille, Nemeth code,
assistive technology, and the use of optical devices (technical aids).
Several new teacher preparation faculties must be established across
Canada, to develop and deliver supportive resources for the promotion of
literacy among students who are blind or living with vision loss.
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14. Caseload assignments for teachers of students who are blind or living with vision loss.
The Issue
Itinerant teachers for students who are blind or living with vision
loss are sometimes assigned caseloads based solely on available
resources in a school board, but they do not consider the location and
distance to the students’ schools, or factors that are based on the
students’ assessed needs.
CNIB Position
The caseloads assigned to teachers of students who are blind or or
living with vision loss should be determined by using a formal caseload
analysis that considers the needs of the students, the direct
instruction required for each student, preparation time, travel time,
related duties such as classroom teacher and parent consultation,
organizational and administrative responsibilities, and time for
participation in continuing professional development. School boards must
employ an adequate number of qualified teachers to address the assessed
needs of the students in a given area.
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15. Evidence-based research on the status of literacy
education, and the development of measurable standards to measure new
initiatives, must occur.
The Issue
While the CNIB discussion paper (MacCuspie, 2002) included an
extensive review of the literature, and a strong set of qualitative
interviews with concerned Canadian stakeholders, it did not provide the
evidence for the shortage of specialized teachers, for the shortage of
students in qualifying programs for teachers, or for the standards of
the number of hours of literacy instruction required versus the number
of hours received by students.
CNIB Position
A study must be commissioned by Canadian governments, to discover
the actual numbers of qualified teachers available, the number required,
the number of students receiving direct instruction, the number of
hours received, the level of qualification of the instructors providing
the instruction. Many other related research questions might be included
in such a study.
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Conclusion:
This position statement is only a start. As we noted earlier,
children’s rights and education have been on the world agenda for
several years. CNIB urges policy makers, administrators, educators,
community leaders, and parents to make a commitment to support access to
literacy education for Canadian children and youth who are blind or
living with vision loss, as outlined in this position statement.
The following publications were used in preparation for this position statement:
- Canadian Coalition for the Rights of Children (1999). The UN
Convention on the Rights of the Child: How does Canada measure up?.
Ottawa: Canadian Coalition on the Rights of the Child.
- United Nations Children’s Fund (2000). Education for all, no excuses. New York: UNICEF, Division of Communications.
- Valentine (2001). Enabling citizenship: Full inclusion of
children with disabilities and their parents. Ottawa: Canadian Policy
Research Networks, 2001.
Released: June 2003