adapting literacy learning practices for young children with disabilities carl j. dunst, ph.d. carol...
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Adapting Literacy Learning Practices for Young Children with Disabilities
Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute
Asheville and Morganton, NC
Presentation made at the 2008 OSEP National Early Childhood Conference, Washington DC, December 8, 2008
The Center for Early Literacy Learning (CELL) is a collaboration among the:
• Orelena Hawks Puckett Institute
Asheville and Morganton, NC• American Institutes for Research
Washington, DC• PACER Center
Bloomington, MN• UCONN Center for Excellence in Disabilities
Farmington, CT
CELL Aims
• Synthesize research evidence to identify effective early literacy learning practices and interventions
• Develop evidence-based practices from the findings of the research syntheses
• Implement and evaluate the use of evidence-based practice guides
• Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices
Purposes of Presentation
To describe the CELL:
• The domains of preliteracy learning
• Key components of the CELL early literacy learning intervention model
• CELL universal practice guides
• Adaptation model for developing early literacy practice guides
• Provide examples of practice guides with adaptations
Conceptualization
• Define the domains of pre-literacy, emergent literacy, and early literacy development constituting the focus of CELL
• Define the key components of the CELL early literacy learning intervention model
Domains of Early Literacy Learningaa
Speech Processing Skills• Oral Language• Phonological Awareness• Listening Comprehension
Print-Related Skills• Print Awareness• Written Language• Alphabet Knowledge• Text Comprehension
Adapted from A. van Kleeck (1998). Pre-literacy domains and stages.Journal of Children’s Communication Development, 20, 33-51.
a
Everyday Literacy
Activities
Responsive
Teaching
Early Literacy
Learning
Outcomes
Components of CELL Early Literacy Learning Model
Literacy-Rich Environments
Child Interests
Child Interests
• All children, with and without disabilities, have interests and preferences that are the foundations for learning.
• A child’s interests-based learning forms the basis of CELL early literacy practices.
Interest-Based Learning
Two types of interests influence early literacy learning and development:
• Personal interests• Situational interests
Interest-Based Mastery Cycle
Exploration and
Mastery
Interests
Engagement
Competence
Literacy LearningActivities
Everyday Literacy Activities
Everyday literacy activities provide young children the experiences and opportunities that are the contexts for meaningful and functional child early literacy learning and development, and mutually beneficial parent/child interactions, strengthening both child and parent competence and confidence.
Examples of Everyday Literacy Learning Activities
• Playing with alphabet stamps• Writing with chalk on the sidewalk• Listening to bedtime stories• Playing lap games• Saying nursery rhymes• Pretend telephone conversations• Making a shopping list• Singing songs• Looking at store flyers
Responsive Teaching Strategy
• Engage the child in interest-based everyday literacy learning activities
• Respond to child literacy behavior to maintain engagement in the activities
• Support child behavior and elaborate on child responses
Evidence-Based Practice Guides
CELL practices (paper, DVD’s, PPP, etc.) are prepared in a manner that provides end-users (practitioners and parents) information about four elements of practice:
• What is the practice?• What does the practice look like?• How do you do the practice?• How do you know the practice worked?
Practice Guide Hierarchy
• Universal Practice Guides
• Practice Guides with Adaptations
• Specialized Practice Guides
CELL Practice Guides
All CELL practice guides include four “how to” elements and “real life” examples of the practices being implemented by parents or practitioners.
Examples of Universal Practice Guides
Linguistic Processing SkillsPhonological Awareness• Finger Plays and Action
Rhymes• Sound AdviceOral Language• Babble On• Talk is FunListening Comprehension• Time to Rhyme• Hear This
Print-Related SkillsPrint Awareness• One for the Books• First ABC BooksWritten Language• Scribble Scribble• Get Write on It!Alphabet Knowledge• Stamps of Approval• Exploring Magazines and
CatalogsText Comprehension• Read It Again!• Tuning Into Tales
Practice Guides with Adaptations
Adaptations ensure that children with disabilities:
• Can engage in interest-based early literacy learning activities
• Can master early literacy learning skills
• Can become competent in early literacy behaviors
Adaptations offer just enough assistance so that children with disabilities participate in literacy learning activities in order to master new skills and behaviors as do children without disabilities.
Adaptation Continuum
• Adapt Environment
• Adapt Activity
• Adapt Materials
• Adapt Instruction
• Provide Assistance
Source: Cara’s Kit, Milbourne & Campbell, 2007
Adaptations
Adaptations include adjustments, changes, or modifications to the environment, activities, materials, or interactions that support or enhance children’s participation in everyday early literacy learning activities.
Environmental Adaptations
Changes or modifications to the physical environment or the addition of selected equipment.
Examples• Rearrange furniture for easy wheelchair access to the
book shelf• Make a quiet place to support a child who is trying to
focus on his/her favorite book• Provide a child a slant board when he/she is coloring
Adaptations to Activities
Changes or modifications to the learning activity to enhance the child’s participation.
Examples• Let the child use his finger to paint instead of using a
paint brush that is hard for him to hold• Let the child use finger puppets as part of telling a story• Tape paper to the table to provide more stability while
the child is coloring• Let a restless child pick a book she likes to read even if it
is in the middle of another story
Adaptations to Materials
Changes or modifications to the materials used in an activity to enhance children’s participation.
Examples• Use foam to thicken pencils to make them easier to hold• Provide visual cues on a recipe so the child can follow
the steps even if she cannot “read”• Provide a switch interface so the child can turn a tape
recorder on and off to listen to songs or stories• Place knobs on an alphabetical puzzle to help a child
place the pieces in or out
Instructional Adaptations
Changes or modifications to the instructions or requirements of the activity to support the child’s participation.
Examples• Shorten the length of time a child participates in drawing so
he doesn’t lose interest• Allow a child to stand instead of sit while listening to a story• Allow a child to use a picture board to answer questions
about the story• Provide extra time for a child with some mild fine motor
challenges to finish “writing” her name
Providing Assistance
Adult provides the child direct assistance to accomplish the activity.
Examples• Adult guides the child’s hand when drawing a picture• Adult takes the child’s hand to point to the object the
child is trying to identify
Next Steps
• Have Practice Guides with Adaptations reviewed by experts in early childhood special education and related fields
• Gather feedback from parents and practitioners who have used the Practice Guides with Adaptations
• Make modifications to Practice Guides with Adaptations based on feedback from experts, practitioners, and parents
• Develop Specialized Practice Guides