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Teaching Literacy to Students With Significant Disabilities - Book Cover

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Teaching Literacy to Students With Significant Disabilities

Strategies for the K-12 Inclusive Classroom

By: June E. Downing

Break down literacy barriers to enrich the lives of students with significant disabilities!
Brimming with practical ideas, tips, and examples, this definitive guide offers K-12 educators the rationale, research findings, and means for creating an inclusive environment that enables students with significant disabilities to become actively engaged in literacy learning for lifelong success. Highlights include:

Effective strategies for tailoring literacy materials
Tactics for adapting state standards and meeting No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) requirements
Straightforward chapter summaries, frequently asked questions Web sites, and other resources that reinforce key points
Easy-to-implement planning and assessment guidelines

Full description

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Product Details

Grade Level: K-12
ISBN: 9780761988793
Published By: Corwin
Year: 2005
Page Count: 192
Publication date: February 01, 2005

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Description

Break down literacy barriers to enrich the lives of students with significant disabilities!
All educators and family members would agree that depriving any student of the enhanced self-esteem, independence, social skills, and general quality of life afforded by literacy would be wrong. However, because of the particular challenges-perceived or otherwise-of providing literacy instruction to children and youth with significant disabilities, these students are often overlooked in receiving meaningful experiences and equal access to this aspect of the core curriculum.

Teaching Literacy to Students With Significant Disabilities offers tangible support for obliterating the obstacles to effective literacy instruction, including:

Effective strategies for tailoring literacy materials to students with disabilities
Tactics for adapting state standards and meeting No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) requirements
Straightforward chapter summaries, frequently asked questions, Web sites, and other resources that reinforce key points
Easy-to-implement planning and assessment guidelines

Brimming with practical ideas, tips, and examples, this definitive guide offers K-12 educators the research findings and means for creating an inclusive environment that encourages students with significant disabilities to become actively engaged in literacy learning. It empowers teachers, family members, and all team members with creative, sensitive, and all-embracing ways to successfully set and meet realistic communication-development goals that yield lifelong benefits.

Key features

High-profile author
Excellent companion to new projects in Autism and Asperger's Syndrome.
Coverage of the NCLB Act and the 2003 reauthorization of IDEA

Author(s)

June E. Downing

June E. Downing is Professor Emerita of Special Education at California State University, Northridge, and prior to that was at the University of Arizona in Tucson, where she did research and prepared teachers to work in the area of moderate, severe, and multiple disabilities. She is a national leader in the field of special education that targets the needs of students with severe disabilities, especially with regard to inclusive education. She has published numerous articles, chapters, monographs, and seven books on students having severe and multiple disabilities. She served for six years on the Executive Board of TASH, an international advocacy organization for individuals with severe disabilities, and was a past president of the California Chapter of this organization—CalTASH as well as AZTASH. She has served as an associate editor of Research and Practices for Persons With Severe Disabilities and currently serves on this board as well as several other professional editorial boards. She is presently serving as an educational consultant, traveling extensively in the United States and abroad to do presentations on various subjects.

Table of Contents

Foreword

Acknowledgments

Introduction

About the Author

1. Literacy and a Free Appropriate Public Education

Key Concepts

What Is Literacy?

Literacy and Federal Mandates in Education

Barriers to Literacy Instruction for Students With Significant Disabilities

Attitudinal Barrier

Low Expectations

Limited Opportunities

Limited Means of Accessing Literacy

Limited Time

The Age Factor

Literacy and Quality of Life Issues

Self-Esteem

Self-Determination

Independence

Information Gathering

Organization

Learning

Entertainment

Why Teach Reading to Students With Severe Disabilities?

2. Literacy and Communication

Key Concepts

The Relationship Between Communication and Literacy

Building Relationships

Reading Together

The Benefits of Play Interactions

Emergent Literacy for Students of All Ages

Augmentative and Alternative Communication Devices

Building Shared Experiences for Literacy Development

Documentation of Shared Experiences

Drawings

Photograph Books

Tactile Books

Summary

Frequently Asked Questions

3. Planning Literacy Activities

Key Concepts

General Considerations

Literacy Rich Environments

Benefits of Learning in a General Education Classroom

Access to the Core Curriculum

Not Just Physical Presence

Identifying Literacy Goals

What Are the Literacy Goals of the Individual and the Family?

Determining Present Literacy Skills

Analyzing the Environment and the Need for Literacy Skills

Identifying When Literacy Skills Can be Taught Throughout the Day

Creating Literacy-Learning Opportunities for All Ages

Integrated Related Services

Developing Literacy Materials for Individual Students

Age Appropriateness

Individual Consuderations

Physical Considerations

Visual Considerations

Cultural Considerations

Interesting Material

High Quality

Assistive Technology

Computer Access

Summary

Frequently Asked Questions

4. Teaching Literacy Skills

Key Concepts

Concerns With Some Past Practices

General Considerations When Teaching Literacy Skills

Offering Choices

Following Interest Level

Providing Opportunities

Make Accessible

On the Spot Accommodations

Meaningful Literacy Experiences

The Use of a Daily Planner

Within Task Directions

Self-Monitoring Checklists

Language Experience Stories

Interactive and Fun

Clear Literacy Goals in Mind

Drawing Attention to Conventional Literacy

Balanced Literacy Approach

Specific Instructional Strategies

Draw Attention to the Stimulus and Shape the Response

Model the Behaviors of Reading and Writing

Check for Comprehension

Wait for a Response

Provide Corrective Feedback and Praise

Fade Instructional Support

Teaching Generalization of Skills

Summary

Frequently Asked Questions

5. Evaluating Progress: Next Steps

Key Concepts

Alternative Assessments

Interview

Observations

Review of Past Records

The Link to IEP Goals and State Standards

Adapting State Standards on Literacy

Developing Appropriate IEP Goals and Objectives

Passive Versus Active IEP Goals and Objectives

Standard Linked IEP Objectives

Procedures for Measuring Student Progress

Data Collection

Easy to Use Forms

Portfolio Assessment

Using Data for Instructional Purposed

Determining Next Steps

Review Literacy Goals

Raise Expectations

What Are the Logical Next Steps?

Summary

6. The Future for Literacy Access and Instruction

Key Concepts

Improved Strategies to Support Literacy Goals

Strengthening Early Intervention Services

Future Advances in Technology

Bridging the Research-to-Practice Gap

Impact on Personnel Preparation

Impact on Quality of Life

Resources

Glossary

References

List of Tables

List of Figures

Index

Reviews

“Literacy is power—power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.”

From the foreword by Douglas Fisher

Other Titles in: Cognitive Impairments | Severe & Multiple Disabilities | Special Education Instruction

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