Modifications for Students with significant disabilities.
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Transcript of Modifications for Students with significant disabilities.
Modifications for Modifications for Students with Students with
significant disabilitiessignificant disabilities
What We KnowWhat We Know About About Students with Students with
Significant Disabilities Significant Disabilities and and
Their Access to Their Access to LiteracyLiteracy
PhysicalAccess
DevelopmentalApproaches
TheFunctional
EraIntegration Current
Challenges
Historical Perspective: Educating Students with
Disabilities
What We Know About Literacy
• Literacy learning begins early in life and is ongoing
• Literacy develops concurrently with oral language
• Learning to read and write are social and cognitive endeavors and children are active participants in the process
• Literacy learning is a developmental process• Storybook reading, particularly within the
family, has a special role in young children’s literacy development
Barriers to Literacy Development
limited opportunities to interact with print
cognitive and physical energy expended on other tasks
early experiences with literacy are often unsuccessful
Literacy Difficulties for Students with SSPI
(Severe Speech and Physical Impairments)
Limited broad experiences• difficulty ambulating to explore interesting
items/activities• lack of first-hand knowledge of common places• difficulty manipulating objects may result in
inaccurate perceptions Restricted participation in typical literacy activities
• cannot read aloud, retell stories or say the sounds of letters while decoding words
• providing original sentence to a whole class chart story
• difficulty asking questions about literacy experiences (sounds words, stories)
Literacy for Students Using AAC Systems
bypass restrictions of face to face communication
eliminates vocabulary constraints inherent in other symbol systems
offers opportunities to clarify misunderstood messages
increases vocational opportunities
ActivityActivity
In pairs, describe students, environments and situations where alternative and augmented communication and assistive technology have been used in respect to literacy. Be prepared to share
What Can We DoWhat Can We Do About Students with About Students with
Significant Disabilities Significant Disabilities and and
Their Access to Their Access to Literacy?Literacy?
Literacy ProjectCenter for Literacy and Disability Studies
Remember to
AccessInteractionModelsMaterialsMinutesMotivation
for literacy
AIMMMM cont.AIMMMM cont.
• Access: Child/student needs to be able to independently access literacy materials.
• Interaction: Literacy is nurtured when we engage with others in teaching around literacy materials and events; i.e. introduce a book, talk with peer conferences, facilitate “reader’s chair” – special event to highlight student’s drawings, stories, poems, etc.
• Modeling:• Children need to be exposed to ongoing experiences where adults read a variety of
text and write for a variety of reasons.• Children need to be read to.• Materials: Children need relevant, interesting materials to read and interesting,
meaningful reasons to write.• Minutes: Setting aside time each day to foster literacy skills in interesting, fun,
motivating ways.• Motivation: The desire to read and write is rewarding in and of itself. If we
model enthusiasm and provide literacy rich environments/activities then motivation to read and write becomes intrinsic.
Role of Graphic Symbols
(McNaughton) Some graphic symbols which contain sequenced components (e.g., blissymbols may contribute to literacy development)
television
(Bishop) use of graphic symbols may support development of print awareness, but not other beginning reading processes
(Romski and Sevcik) adolescents with severe developmental disabilities recognized at least 60% of the words printed on their displays
From Symbols to Text
From Symbols to Text
Applying Early Decoding Skills in Shared Reading
Janice Light, 2011
Personalized Storybooks Janice Light, 2011
More Adapted Book Ideas
Framework for Balanced Literacy(Cunningham, Cunningham, Allington)
Four Blocks Model (primary) Big Blocks (intermediate)
• Guided Reading • Self-Selected Reading• Writing • Working with Words
Guided Reading: What it is and What it looks like in Classrooms
Purpose is to expose children to a wide variety of literature, read for a purpose, teach comprehension and read increasingly more difficult book
Writing in response to reading is also a target
Strategies teachers use during Guided Reading
Accessing prior knowledge Connections to personal experience Developing vocabulary Taking a picture walk Making predictions Setting purposes Starting a graphic organizer Exploring text structures
Guided Reading: Some examples for students with significant
disabilities
Background knowledge- Students can identify pictures related to text (“Which pictures go with our theme of pets”)
Remnant Books Adapted graphic organizers
Writing: What it is and what it looks like in classrooms
Purpose is to develop the skills to write independently for many purposes on topics of interest
Examine written language more deliberately and carefully than is done in reading
Share writing with peers
Assistive Technology for Writing
Co-Writer
Assistive Technology for WritingCont.
Writing: Some examples for students with significant
disabilities Students choose a topic from symbols
Self-selected Reading: What it is and what it looks like in classrooms
Purpose is to develop skills in self-selecting reading materials
Provides opportunities for students to share and respond to what they are reading
Provides opportunities for teachers to conference individually with students
Usually begins with a teacher read aloud
Self Selected Reading: Examples for students with significant
disabilities
Having adapted books available in the classroom (e.g. printed versions and electronic)
When conferencing with the student, the teacher will ask “Show me your favorite page, the part where _____”
Partner reading
Working with Words: What it is and what it looks like in classrooms
Purpose is to help students learn high frequency words needed for fluent, successful reading with comprehension
Decoding and spelling skills are targeted for words students will use in reading and writing
Help students understand how words work
Working with Words: Examples for students with significant
disabilities
Working with Words: Adapted Word Walls
Working with words activities
Adapted Working with Words
ReviewReview
Can you explain why literacy skills are essential functional skills for students with complex communication needs?
Can you provide examples of how to target guided reading, self-selected reading, writing and working with words for ALL students on the learning continuum?
More InfoMore Info
Four Blocks Method
http://www.wfu.edu/education/fourblocks/about_fourblocks.html