Teaching Literacy to Students with

Break down the barriers to successful literacy instruction and empower students with special needs with these insightful tips, tools, and examples.

Foreword

ix

Douglas Fisher

Acknowledgments

xiii

About the Author

xvii

Introduction

xix

Literacy and a Free Appropriate Public Education

1

(16)

Key Concepts

1

(1)

What Is Literacy?

2

(1)

Literacy and Federal Mandates in Education

3

(3)

Barriers to Literacy Instruction for Students With Significant Disabilities

6

(6)

Attitudinal Barrier

6

(2)

Low Expectations

8

(1)

Limited Opportunities

9

(1)

Limited Means of Accessing Literacy

10

(1)

Limited Time

10

(1)

The Age Factor

11

(1)

Literacy and Quality-of-Life Issues

12

(3)

Self-Esteem

12

(1)

Self-Determination

12

(1)

Independence

13

(1)

Information Gathering

13

(1)

Organization

14

(1)

Learning

14

(1)

Entertainment

15

(1)

Why Teach Reading to Students With Severe Disabilities?

15

(2)

Literacy and Communication

17

(16)

Key Concepts

17

(1)

The Relationship Between Communication and Literacy

18

(1)

Building Relationships

18

(4)

Reading Together

18

(2)

The Benefits of Play Interactions

20

(2)

Emergent Literacy for Students of All Ages

22

(1)

Augmentative and Alternative Communication Devices

22

(3)

Building Shared Experiences for Literacy Development

25

(3)

Documentation of Shared Experiences

26

(1)

Drawings

26

(1)

Photograph Books

27

(1)

Tactile Books

28

(1)

Summary

28

(1)

Frequently Asked Questions

29

(4)

Planning Literacy Activities

33

(32)

Key Concepts

33

(1)

General Considerations

34

(2)

Literacy-Rich Environments

34

(2)

Benefits of Learning in a General Education Classroom

36

(2)

Access to the Core Curriculum

37

(1)

Not Just Physical Presence

38

(1)

Identifying Literacy Goals

38

(4)

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

39

(1)

Determining Present Literacy Skills

40

(1)

Analyzing the Environment and the Need for Literacy Skills

41

(1)

Identifying When Literacy Skills Can Be Taught Throughout the Day

42

(6)

Creating Literacy-Learning Opportunities for All Ages

46

(1)

Integrated Related Services

46

(2)

Developing Literacy Materials for Individual Students

48

(14)

Age Appropriateness

51

(1)

Individual Considerations

52

(1)

Physical Considerations

52

(3)

Visual Considerations

55

(3)

Cultural Considerations

58

(1)

Interesting Material

59

(1)

High Quality

60

(1)

Assistive Technology

60

(1)

Computer Access

61

(1)

Summary

62

(1)

Frequently Asked Questions

63

(2)

Teaching Literacy Skills

65

(36)

Key Concepts

65

(1)

Concerns With Some Past Practices

66

(1)

General Considerations When Teaching Literacy Skills

67

(19)

Offering Choices

67

(2)

Following Interest Level

69

(2)

Providing Opportunities

71

(1)

Making Accessible

72

(2)

On-the-Spot Accommodations

74

(1)

Meaningful Literacy Experiences

75

(1)

The Use of a Daily Planner

76

(2)

Within-Task Directions

78

(4)

Self-Monitoring Checklists

82

(1)

Language Experience Stories

83

(1)

Interactive and Fun

84

(2)

Clear Literacy Goals in Mind

86

(1)

Drawing Attention to Conventional Literacy

86

(2)

Balanced Literacy Approach

87

(1)

Specific Instructional Strategies

88

(6)

Draw Attention to the Stimulus and Shape the Response

88

(1)

Model the Behaviors of Reading and Writing

89

(1)

Check for Comprehension

89

(1)

Wait for a Response

90

(3)

Provide Corrective Feedback and Praise

93

(1)

Fade Instructional Support

93

(1)

Teaching Generalization of Skills

94

(2)

Summary

96

(1)

Frequently Asked Questions

96

(5)

Evaluating Progress: Next Steps

101

(22)

Key Concepts

101

(1)

Alternative Assessments

102

(3)

Interviews

102

(2)

Observations

104

(1)

Review of Past Records

104

(1)

The Link to IEP Goals and State Standards

105

(2)

Adapting State Standards on Literacy

105

(2)

Developing Appropriate IEP Goals and Objectives

107

(3)

Passive Versus Active IEP Goals and Objectives

107

(2)

Standard-Linked IEP Objectives

109

(1)

Procedures for Measuring Student Progress

110

(7)

Data Collection

110

(1)

Easy-to-Use Forms

111

(3)

Portfolio Assessment

114

(3)

Using Data for Instructional Purposes

117

(1)

Determining Next Steps

118

(2)

Review Literacy Goals

119

(1)

Raise Expectations

119

(1)

What Are the Logical Next Steps?

120

(1)

Summary

120

(3)

The Future for Literacy Access and Instruction

123

(6)

Key Concepts

123

(1)

Improved Strategies to Support Literacy Goals

124

(1)

Strengthening Early Intervention Services

124

(1)

Future Advances in Technology

125

(2)

Bridging the Research-to-Practice Gap

126

(1)

Impact on Personnel Preparation

127

(2)

Impact on Quality of Life

127

(2)

Resources

129

(6)

Glossary

135

(4)

References

139

(12)

List of Tables

151

(2)

List of Figures

153

(2)

Index

155

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Teaching Literacy to Students with Significant Disabilities : Strategies for the K-12 Inclusive Classroom

Summary

Table of Contents

Supplemental Materials