teaching literacy to students with significant disabilities slidecourse overview &...
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Course Overview & Self-Assessment 1
Teaching Literacy to Students with Significant Disabilities
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Module 1Module 1:
Literacy for Students with Significant Disabilities
Course Overview and Self Assessment
Course Overview & Self-Assessment 2
Teaching Literacy to Students with Significant Disabilities
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Developed by The Center for Literacy & Disability Studies
The University of North CarolinaChapel Hill, North Carolina
www.med.unc.edu/ahs/clds
For the Texas ESC State Leadership Function: Three Low Incidence Disabilities
www.esc3.net
Course Overview & Self-Assessment 3
Teaching Literacy to Students with Significant Disabilities
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Contact Information
Region 3 Education Service Center1905 Leary Lane
Victoria, Texas 77901
Dr. Julius Cano, Executive Director
Email: [email protected]
Web site: www.esc3.net
3LID
Three Low Incidence DisabilitiesESC Statewide Leadership Function
Region 3 Education Service Center
Mary Scott, Ed Specialist
Web site: www.esc3.net
Texas Education AgencyDivision of Special Education1701 North Congress AvenueAustin, Texas 78701-1494Web site: www.tea.state.tx.us
Course Overview & Self-Assessment 4
Teaching Literacy to Students with Significant Disabilities
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Copyright © Texas Education Agency, 2009These materials are copyrighted © and trademarked ™ as the property of
the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions:
1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency;
2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency;
3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way:
4. No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.
Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.
Course Overview & Self-Assessment 5
Teaching Literacy to Students with Significant Disabilities
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Course Objectives• Introduce theoretical models & processes of literacy and their relationship
to individuals with significant disabilities;• Help professionals recognize oral and written language development in
students with significant disabilities;• Address standards and specific components of the Texas Essential
Knowledge and Skills as they relate to course content;• Describe a range of assessment and intervention strategies that address
emergent and conventional literacy needs of students with significant disabilities;
• Familiarize participants with a range of technologies and a variety of materials and classroom modifications that support literacy learning and use by students with significant disabilities;
• Share a range of resources and strategies for continuing self-education as well as family and professional support.
Course Overview & Self-Assessment 6
Teaching Literacy to Students with Significant Disabilities
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Who are students with significant disabilities?
• Deafblind
• Medically Fragile
• Severe Cognitive Disabilities
• Combinations of moderate disabilities
Course Overview & Self-Assessment 7
Teaching Literacy to Students with Significant Disabilities
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Assumptions of Teaching & Learning Underlying the
Training Modules
Course Overview & Self-Assessment 8
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 9
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 10
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 11
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 12
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 13
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 14
Teaching Literacy to Students with Significant Disabilities
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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in
achieving cognitive clarity.• Learners are presented with instruction that is intrinsically
motivating.• Comprehensive instruction is offered every day to help
students move beyond skill acquisition to application.
Course Overview & Self-Assessment 15
Teaching Literacy to Students with Significant Disabilities
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Training Modules• Module 1 Course Overview, self-assessment• Module 2 Emergent Oral and Written Language Development• Module 3 Research-based Approaches to Building Oral and Written
Language• Module 4 Research-based Approaches to Building Phonological
Awareness and Knowledge of the Alphabetic Principle• Module 5 Writing as a Component of Emergent Oral and Written
Language Development• Module 6 The National Reading Panel and Students with Significant
Disabilities• Module 7 Teaching Vocabulary and Text Comprehension• Module 8 Teaching Phonemic Awareness and Phonics: Word
Identification Instruction Beyond Functional Site Words• Module 9 Fluency without Oral Reading• Module 10 Wrapping It Up with a Change of Practice Plan
Course Overview & Self-Assessment 16
Teaching Literacy to Students with Significant Disabilities
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Self-Assessment
Listeni ng/speak ing/purposes. The student listens attentively and engages actively in a variety of oral language experiences (K.1; 1.1; 2.1).
1 Beg inni ng Leve l
Knowledge & Ski ll s
2 Emergin g
Knowledge & Ski ll s
3 Conf ident in My
Knowledge & Ski ll s
4 Extens ive
Knowledge & Ski ll s
5 Cou ld Serve as a
Resource for Oth ers
Course Overview & Self-Assessment 17
Teaching Literacy to Students with Significant Disabilities
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Change in Practice Projects• Each participant will develop his or her own Change in
Practice Plan after completing the training modules. • The Change in Practice Plan:
– begins with what you already know– details the aspects of literacy assessment and teaching that you
plan to change as a result of the training– lists resources required– specifies how the effects of this change will be documented and
measured
Course Overview & Self-Assessment 18
Teaching Literacy to Students with Significant Disabilities
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Current Practices and the Texas Essential Knowledge & Skills
• Discussion Questions:– How are you supporting emergent oral and written language
development for the your students with significant disabilities?– How are you currently helping your students with significant
disabilities to develop vocabulary knowledge?– How are you helping students with significant disabilities to
understand and use different text genre?– How are you currently teaching your students with significant
disabilities to comprehend text?– How are you currently supporting the development of fluency for
your students with significant disabilities?– How are you teaching children to read and spell words?
Course Overview & Self-Assessment 19
Teaching Literacy to Students with Significant Disabilities
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Summary
• The goals of this course begin with building upon your existing knowledge and skills.
• There are 10 modules that begin with early, emergent literacy and extend through conventional reading with comprehension.