simple literacy tools and supports: children with complex support needs october 22, 2012
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Simple Literacy Tools and Supports: Children with Complex Support Needs
October 22, 2012
ACTIVITY
Meeting Curricular Demands: Literacy in SAS
Your Current Practices—Want to Know
Students with Complex Support Needs:
• Are those student with disabilities who comprise about 1 – 2 % of all students; and,
• Are most often are assessed via the PASA, rather than the PSSA; and,
• May include students who have intellectual disabilities and/or may need life skills support, multiple disabilities support, autistic support or physical support; and,
• May require augmentative communication systems and assistive technology in order to access, participate and progress in learning.
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History of Curricular Context for Students with Complex Support Needs
• 1970’s Developmental Model• 1980’s Functional, Life Skills Model• 1990’s Social Inclusion Focus
Self Determination FocusAssistive Technology
• 1997 to present: Access and Participation in General Education Curriculum Digitally Accessible Materials
Common Concerns with Accessing Curriculum
Concern
• Functional skills get lost when you focus on academics
Assumptions
• Academic skills are not functional
• Functional skills must be taught as discrete skills
• Students with special needs need 1 on 1 time to learn skills and they do not get that in inclusive settings
History: Curricular Approaches
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Functional Access to General Curriculum
Often directed at learning an activity – cashing a check, taking a bus, etc.
Often directed at learning skills and concepts – adding, comprehending, etc.
Functional performance of the activity is the goal
Performance of skills and concepts is the goal
Activities are the end goal and discrete skills are used as part of the activity
Activities serve to practice and understand the skills and concepts; generalization of concepts
Supports allow a student maximum participation in the activity
Supports allow the student to perform the skill
Reading Skills for Students with Complex Support Needs
Adapted from: NCSC GSEG 7
43% Read sight words
20% Awareness of text and print
15% No ob-servable textawareness
22% Fluentlyreadbasic text
Communication for Students with Complex Support Needs
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Pre-symbolic
EmergingSymbolic
Symbolic Words
SymbolsPictures
Picture symbolsTactile symbolsObjectsObjects
SoundsEye GazePurposeful movement
Communication for Students with Complex Support Needs
• Words / Symbols / Pictures – Verbal or written words, signs, Braille, or language-based augmentative
systems– Requests, initiates, and responds to questions, describe things or events, and
express refusal. • Tactile Symbols / Objects / Picture Symbols
– Beginning to use symbols for communication with limited vocabulary; – Uses intentional communication, but not at a symbolic language level; – Uses understandable communication through such modes as gestures,
pictures, objects/textures, pointing, etc., to clearly express a variety of intentions.
• Objects / Pictures / Words – Communicates primarily through cries, facial expressions, change in muscle
tone but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate; and/or
– Alerts to sensory input from another person but requires actual physical assistance to follow simple directions; and/or
– Response to sensory stimuli is unclear.
Communication Status of Students with Complex Support Needs
72% Symbolic Lan-guage Users
17% EmergingSymbolic Users
10% Pre – symbolic
Language Users
Adapted from: NCSC GSEG 10
12.70%
20.30%
67.00%
Elementary School Grade Band Expressive Language
10.70%
17.00%
72.30%
Middle School Grade BandExpressive Language
9.70%
17.70%
72.60%
High School Grade BandExpressive Language
NCSC GSEG 11
pre-symbolic
emerging
symbolic
Augmentative & Alternative Communication (AAC) Use
NCSC GSEG 12
Only 50% of the students in the emerging or pre-symbolic levels in a seven state sample used AAC as part of their educational programs
AA AAS GSEG McSheehan Communication
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Evidence-Based Practice from 20 years in Augmentative Communication
• 116 articles published between 1987 and 2007 in refereed journals – described a communication intervention– involved one or more participants with severe
intellectual and developmental disabilities• The evidence reviewed indicates that 96% of the
studies reported positive changes in some aspects of communication.
• These findings support the provision of communication
intervention to persons with severe intellectual and developmental disabilities.
The Least Dangerous Assumption
• “…educational decisions ought to be based on assumptions, which if incorrect will have the least dangerous effect…we should assume that poor performance is due to instructional inadequacy rather than to student deficits…”
Anne Donnellan Ph.D
University of San Diego
Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning
(Jorgensen, McSheehan & Sonnenmeier, 2007)
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Students and Learning
Presume CompetenceViewing students through the lens
of abilities will increase the likelihood of nurturing individual talents and providing all students the opportunities to learn what other students their age are learning…
(adapted from Jorgensen, McSheehan & Sonnenmeier, 2007)
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Access to the General Curriculum
• The IEP team must determine how a student with complex support needs will be provided access to the general curriculum regardless of the setting(s) in which the instruction is delivered.
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Decisions for the IEP Team
• Special considerations– Will the student need Assistive Technology to
actively participate in the instructional process?• Access to the general curriculum
– Grade Level– Instructional Level– Supplementary aids and services – Specially designed instruction
• Measureable Annual Goals– What are the priorities for instruction?
• Standards-Aligned• Student-Specific
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PA Academic StandardsLimit
ed Depth
Limited
Breadth
PASA
19
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Depth of Knowledge
Webb’s Depth of Knowledge levels:Recall and Reproduction: Level 1
Skills & Concepts: Level 2
Strategic Thinking: Level 3
Extended Thinking: Level 4
Decisions for the IEP Team
• Participation in Statewide Assessment– In what assessment will the student
participate?– Are accommodations needed for the student to
demonstrate what they know and are able to do?
• Supports for School Personnel– What training, coaching, and/or collaboration
is needed to help the team?• Least Restrictive Environment
– With the support of supplementary aids and services, where can the student receive benefit from this IEP? 21
Designing Learning Targets
1. Is it academic = content referenced: reading, math, science?
2. Is the content referenced to a student’s assigned grade level based on chronological age?
3. Does the focus of achievement maintain fidelity with the content of the original grade level standard ? What the student is expected to do to
demonstrate learning 22
Do you or the teachers you supervise…
• Plan for students based on their assigned grade level?
• Have access to standards-aligned materials, activities and lesson plans?
• Teach to the content reflected in a standard? – Know available resources if questions arise?
• Know how to identify the performance in a standard?– Adapt performance for individual student
learning staying as close as possible to original?
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Is it what we think it is?
Looking at how complexity builds to fully meet the standard
1. Initial activity2. Building knowledge and skills3. Meeting the standard
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Addressing Challenges
-Increased diversity within classrooms
-High expectations for all students
-High stakes testing
-Accountability for all students
UD UDL
Universal Design..“Consider the needs of the broadest possible range of users from the beginning”
Architect, Ron Mace
http://www.design.ncsu.edu/cud/center/history/ronmace.htm
Universal Design for Learning (UDL)
-Concepts and Principles created at CAST (Center for Applied Special Technology)--1984
http://cast.org
-CAST is seeding the field of curriculum planning, software development, state and national policy, teacher preparation and support, and education research with UDL-based solutions
UDL
• National Center on Universal Design for Learning
at CASThttp://www.udlcenter.org
UDL Assumptions
– Students with disabilities fall along a continua of learning differences
– Typical classes are highly diverse– Curriculum needs fixing, not students– Curriculum materials must be flexible,
varied, diverse to accommodate learner differences
– General and special education teachers plan curriculum capitalizing on collective expertise
Universal Design for Learning
– Framework for creating curriculum materials that are accessible by all without barriers
– UDL shifts paradigm of “one size fits all” to a flexible curricula
– Educational approach to teaching, learning, and assessment
– Creates products or learning environments that accommodate a range of learning abilities from the onset
– Not technology only
Differentiated Instruction & UDL
DI• Teaching theory begun in
general education classrooms for students considered gifted and not sufficiently challenged
• Compilation of theories and practices with “package” lacking empirical validation
• As classrooms became more diverse, DI utilized for students with differing levels of ability
• Reactive to individual student need—”Retrofit” methods, materials, assessment
UDL• Movement begun to anticipate
the needs of people with disabilities in architecture (UD)
• Learning addressed through the theoretical framework (UDL) based upon neurosciences and effective teaching practices
• Addresses the barriers of curricula--method, materials and assessment with needs of all learners in mind from the onset
• Anticipation—Planning—No “Retrofit”
Differentiated Instruction & UDL
• Recognize students’ background knowledge, readiness, language, preferences, interests and act responsively
• Differentiate curriculum: Content, Process, Products
• DI classroom practices UDL principles
UDL Elements in DI Math Lesson
UDL Principles• Provide multiple
examples
• Highlight critical features
• Provide multiple media and formats
• Offer adjustable levels of challenge
Differentiated Instruction Features• Examples provided throughout
story (“The King’s Chessboard) and problems presented
• Highlight throughout story by stopping and calculating amount of rice accumulating and using t-table
• Teacher reads story aloud while all students have access to story—Numbers are represented in story and on t-table
• Varied support in working groups alter level of independence and difficulty in solving task
AT & UDL– Assistive Technology is a set of tools
employed to “assist” individuals in overcoming the barriers that exist in their environment.
– UDL seeks to create products and/or environments designed from the outset, to accommodate individuals with a wide range of abilities and disabilities. The design does not contain barriers, nor require technology, aides or other “add-on” solutions.
AT & UDL
– Both AT and UDL are essential– Students with disabilities will continue to
need AT to address unique needs– UDL focuses upon the learning
environment, rather than individual students
– Implementation of UDL principles and anticipating learning needs of students with disabilities, increases usability for all students
Literacy Instruction: UDL Approach & AT Supports
Key Skills for Reading:1. Phonemic Awareness2. Phonics/Decoding3. Vocabulary4. Fluency5. Comprehension
Phonemic Awareness
UDL• Whisper phones or PVC
Pipe phones• Card master with recorded
cards to support independent practice
• Narrate a Power Point
AT• Software with voice output
– Clicker 6– Simon Sounds It Out– Earobics
• iPad with apps
Phonics/Decoding
UDL• Fonts
– Increase or decrease size– Change types– Spacing– Color of text and/or
backgrounds• Manipulatives for Elkonin
Boxes– Tiles vs. Pieces of paper– Magnetic materials
attached to cookie sheets
AT• Adapt manipulatives with
knobs to make them accessible to students with fine motor needs
Vocabulary
UDL • Clip art, photographs, or
symbol authoring software to attach visuals with text
• Electronic dictionary and thesaurus support
• Graphic organizers– Paper– Electronic
AT• Text-to-Speech software
with word support features and visual maps:– Kurzweil 3000
• Picture Dictionary– Read:Outloud– Read & Write Gold
• Picture Dictionary– WYNN Literacy
software
Fluency
UDL• Reduce text on page,
chunk amount of text to be read
• Use reading guides• Scoptic filters or colored
guides to keep track• Power Point• Book Worm• Talking Word Processor
AT• Scanning Pens• Scan & Read software
– Kurzweil 3000– Read:Outloud– Read & Write Gold– Wynn Literacy software
Comprehension
UDL• Include the use of visuals
– Photos– Symbols
• Chunk text and introduce questions more frequently
• Highlighters– Physical – Electronic
AT• Scan & Read software
– Kurzweil 3000– Read:Outloud– Read & Write Gold– WYNN – Embed questions
throughout the text
Simple Tools & Supports for Literacy
Consider…• Differentiated Instruction strategies• UDL principles• Assistive Technology Low-Mid-High
strategies and tools
ACTIVITY
Meeting Curricular Demands: Literacy in SAS
Your Current Practices—Want to Know
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