Form 5 is the cornerstone of the decision about learning and literacy media. The process of completing the form begins before the child receives formal literacy instruction. Once the initial decision is made about the choice of literacy medium/media, the decision is continuously re-examined throughout the first one or two years of formal literacy instruction through careful observation and enquiry.
Before completing Form 5, the team around the child should already have systematically examined the child's use of sensory channels using Form 2, targeting a range of specific sensory behaviours in a variety of natural settings. If the pupil has not been observed carrying out the behaviours identified in Form 5 then the pupil should be given opportunities to accomplish the relevant tasks, even if it is a task they have not tried before.
Form 5 is separated into three sections. Each section will provide important information for consideration by the educational team.
In Section I consider the pupil's reliance on visual or tactual/other information to complete the listed tasks. If equally efficient select both. Please note that in this form (and subsequent forms), auditory sensory responses have been collapsed into "Tactual/Other". The purpose for this change is to focus on vision or touch as the sensory channels involved in reading in print or braille.
The first items of Form 5 relate closely to the information gathered during observations related to the use of sensory channels (Form 2). Members of the educational team may wish to set up additional opportunities for the pupil to demonstrate these behaviours if there is not sufficient information from the earlier observations.
Section II allows the education team to gather information regarding how the pupil gathers information about near tasks. In this section, note the preferred working distances for completing visual tasks and the smallest size of objects that are accurately identified.
Additionally, include implications of the visual condition and other conditions that may affect their responses - especially prognosis and stability and any additional needs.
Section III includes questions related to monitoring success and progress in acquiring literacy skills in the chosen medium/media. This will provide the educational team with an opportunity to reflect on the pupil's progress in reading and writing as formal literacy instruction is provided. Once the team has confidence in the decision and the pupil is able to read continuous text so that ongoing progress in reading and writing is possible, the team will want to progress to the Continuing Assessment phase of the process.
When interpreting the data gathered in this Form, you need to think about how much experience and opportunity the pupil has had to use specific senses. For example a pupil with little experience of braille cannot be expected to identify his or her name or words tactually.
You may need to provide the child with focused, additional teaching and experiences in the relevant sense prior to, or during, the process of determining the initial literacy medium.
Consider all information holistically in making a decision. Look for overall patterns that indicate visual efficiency/potential for print reading or tactual efficiency/potential for braille reading.
The decision regarding initial literacy medium should NOT be made on the basis of the number of responses selected in each category. It is critical to also examine information concerning comments, working distances and size preferences.
The checklist is designed to guide the professional decision-making process by providing a systematic approach to observations. Professional judgment is the most critical element in the interpretation of the data.
Section III of this form can be particularly useful because it provides a brief window of time for the educational team to continue to examine this initial literacy media decision and to confirm or change the decision based on the data collected.