Jun unio ior / Senio enior High gh Learnin arning g Suppo upport rt Teac acher er Commu ommunity ity of Practi tice Septemb ptember er 24, 4, 201 015 1:00 0 to 3:3 :30 0 pm Lethbr hbridg idge e Sch chool l Distr tric ict t Off ffic ice (433 33 – 15 Street eet Sou outh th, , Lethb thbri ridge) dge) Sess ession on outl tlin ine: Presentation / discussion of recent professional development events Supporting Low Incidence Students - Summer Symposium (Jocelyn Roberts ◦ presenting) You’re Going To Love This Kid (Paula Kluth) – strategies that have worked ◦ Functional Goal Setting – developing a model/process that works in secondary school settings Marian Biggins will present a model for the group to customize to the needs ◦ of junior and senior high school students and teachers Using goals to create programming (time permitting) Mark your calendars for future meetings scheduled for: Decem ecember er 1, Febru ruary ry 8, Apri ril l 20 For r furt rther her informa formation ion cont ntact ct: Your School Division Director of Student Services or Margaret Vennard, SWRCSD at 403-328-4111 (Palliser)
Recapping Recent Learning ◦ Jocelyn Roberts Supporting Low Incidence Students – U of A summer institute ◦ Group – You’re Going to Love This Kid Marian Biggins Inclusive Education Library tour Can Do model Group time – what could work for you? Homework for December 1
Ideo – David Kelly ◦ Unleashing creativity and collaboration (0:41 – 2:22) 2:22) ◦ Shopping cart experiment in 5 days – ABC Nightline 5 step process ◦ one conversation at a time ◦ stay focused ◦ encourage wild ideas ◦ defer judgment ◦ build on the ideas of others Fail often to succeed sooner (5:50 – 7:35) 7:35)
Jocelyn Roberts SLP / AAC Team Member Shobha George-Jansen OT / AAC Team Member AHS Children’s Allied Health
Center for Literacy and Disability All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence. http://www.med.unc.edu/ahs/clds
Vocabulary and Reading Limited access to text for reading and listening has a negative impact on vocabulary development. –School‐aged students learn approx 3000 new words each year (Miller & Gildea 1987; Nagy & Herman,1987; Nagy, Herman, & Anderson, 1985). – After 3 rd grade, most new words are acquired through reading (Nagy,1988; Nagy & Herman, 1987)
Picture Supported Text-Are we really making it easier???
http://www.janefarrall.com/symbol-supported-text-does-it-really-help/
Making Text Universally Accessible Requires Making it EASIER! Determine the listening comprehension level of the student. Text must be targeted at that level. For students with significant cognitive disabilities, that means text must be EASY
Different access to instruction versus different instruction “To date there is no evidence that students with AAC needs acquire literacy skills any differently than their typically developing peers. Therefore, current evidence- based practices in reading instruction should be applied to students with AAC needs in combination with accommodations for their communication, motor, sensory, and cognitive needs .” (Lisa A. Pufpaff, 2008)
http://dlmpd.com
The process of learning to read is a continuum There are no pre-requisites Begins at birth and possibly before Students with low-incidence disabilities can be successful with an emphasis on learning that builds over time Shared reading -all about the interaction -want child to lead
In order for child to lead the interaction, must have a means of communication
Often rely on boards with vocabulary used for restricted purposes
Core vocabulary A relatively small set of highly useful words that apply across contexts.
85% of spoken language comprised of 250 – 350 words
DLM™ First Forty Core Words I like not want help it more different who she you he where up on in me make get look what need are is some put all this don’t that go do when finished can here open turn stop over
Core word boards for communication https://dynavoxtech.force.com/devices/apex/IdeasForTherapy
Importance of independent (self-selected) reading reading volume, rather than oral language, is the prime contributor to individual differences in children’s vocabularies (A. Cunningham & Stanovich, 1998, p. 9) reading yields significant dividends for everyone — not just for the ‘smart kids’ or the more able readers We should provide all children, regardless of their achievem ent levels, with as many reading experiences as possible. Increases engagement and personal connection
Getting kids to read who don’t want to Start small. Build gradually. – 1 minute Use a Timer to establish a behavior. Talk about what we’re reading in small groups after reading/looking at books to build community. Make sure you learn their interests and have easy materials on those topics in your collection Don’t limit choice of reading materials Don’t allow choice during silent reading time Read in various locations at various times of day – Libraries, lounges, outdoors Don’t limit your reading options to books only. Magazines, comic books, graphic novels, newspapers, apps, recipes, Kin dles, Nooks, computer websites… http://tarheelreader.org/2014/06/03/like-not-like/
AIMMMM for Literacy Access – Wider and wider range of reading materials of interest, easy relative to student ability Interaction – opportunities to talk about reading (interests) Materials – 1,500/classroom goal – more than books and more than paper – within and beyond your classroom and the school day
Building a 1500 book classroom collection on the cheap Donations from families of (new/used) magazines and books. Tarheelreader.org – on tech or in print. Scholastic warehouse sales and Scholastic points. Tumblebooks, We Give Books, and other online reading sites. Service projects Used book sales (libraries, bookstores, thriq shops, garage and yard sales...) Free book sites like http://freekidsbooks.org/ E-- ‐bay (search specific authors, topics, children’s books, young children’s books, big books...) Printed song lyrics with kid illustrations or Flickr images. Youtube read- ‐ alouds (text visible)... And... Can even publish your own books made by students in the classroom
Emergent Writing What is it? -The marks, scribbles, lines, and randomly selected letters of inexperienced writers that precede and develop into conventional writing over time. During emergent writing students are learning: – how to use a “pencil” – experiment and construct understandings – that writing is communication – to represent their ideas
Supporting Emergent Writing Growth Provide students with tools and materials to: – Write with: (alternative) pencils – Write on: (alternative) paper Help students to understand: – What writing is: written communication – How and why to write-Models and interaction
Going to the Movies aaaaaaaaaaaaaaabbbbbbbc ceeeeeeefffffffffffffffg ggggiiijjkkmooqtxxxxxxxy
Meeting Steffi in Greensboro iszfijkm
My New Remote Control Dinosaur ac dad jk kk m m r r rs u u uwz begh jj j m vv w
Bingo! gme fjw
Technologies, media, and materials can dramatically impact literacy demonstrations Students should not be required to demonstrate that they can use technologies before they are given a chance to use the technologies
Literacy learning requires support across time and environments Like all students, students with low incidence disabilities need ongoing comprehensive instruction in reading, writing, speaking, listening, and language.
Conditions that support universal literacy success Knowledgeable Others Interactive communication and participation Repetition with Variety Cognitive Engagement Cognitive Clarity Personal Connection with the Curriculum Comprehensive Instruction Significant Time Allocation (approx 2.5 hrs/day) High Expectations and Low Standards
Final, and Critical, Consideration: The 10,000 Hour Rule “The emerging picture...is that ten thousand hours of practice is required to achi eve the level of mastery associated with being a world- ‐class expert — in anything. In study after study, of composers, basketball players, fiction writer s, ice skaters, concert pianists, chess players, master criminals, and what have yo u, this number comes up again and again....no one has yet found a case in whic h true world-- ‐class expertise was accomplished in less time. It seems that it takes the brain this long to assimilate all that it needs to know to achieve true mastery.” – Daniel Levitin, neurologist, This Is Your Brain on Music The emerging picture...is that ten thousand hours of practice is 2 hrs./day X 180 days = 360 hrs. = 27.8 yrs. 2.5 hrs./day X 180 days = 22.2 yrs. 2 hrs./day X 365 days = 730 hrs.= 13.7 yrs
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