Traditional Literacy Reading Writing The Traditional Definition of - - PDF document

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What is LITERACY for students with severe and profound disabilities?

Traditional Literacy

Reading Writing

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The Traditional Definition of Literacy

Is considered to be the ability to read and write,

• r the ability to use language to read, write, listen

and speak. It is the ability to read the written word to gain understanding and meaning.

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Literacy is based on assumptions that children:

• Use language at a level expected for their

age level.

• Have developed concepts that make the

coding system of language understandable to themselves.

• See, hear, and process what they see and

hear like other people.

THIS SETS THE STAGE FOR READING AND WRITING AND BECOMING LITERATE LEARNERS AND CITIZENS

Traditional Literacy

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Literacy Is…

An integrated process which develops gradually from birth and is built upon learning from:

• Broad experiences
• Linking language (and communication) with the

development of concepts and

• Providing exposure to the printed (or brailled) text

in a variety of meaningful contexts

Literacy for Children with Severe & Profound Disabilities

“In the broadest sense, literacy is communication...in this respect, then literacy is the most basic foundation for all learning, for receiving and imparting information, and for initiating interactions with others.”

(Langley, 2000)

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Literacy today

Picture symbols Tactile symbols Signs Devices

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• Greater independence
• Self esteem
• Learning opportunities
• Enjoyment

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Literacy has also expanded to mean pictures, tactile symbols, objects, devices and systems. Therefore, we now think of LITERACY as the ability to communicate and derive meaning from a set of socially recognized symbols One definition for FUNCTIONAL LITERACY is the ability to use literacy skills and tools in the natural context of daily life. FUNCTIONAL LITERACY can also be defined as the ability to communicate and derive meaning from a set of symbols.

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Barriers to Literacy Instruction for Students with Severe and Profound Disabilities

• Our low expectations
• Poor communication skills
• Limited opportunities
• Limited life experience

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Barriers to Literacy Instruction for Students with Severe and Profound Disabilities

• Chronological age
• Negative attitude
• Mismatch between

student’s level of functioning and the goals determined for his or her literacy learning

Let’s Look at a Sequence…

http://www.pathstoliteracy.org

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• I. Building a Foundation

Develop a trusting relationship Embed opportunities for communication throughout the day Design learning experiences that are meaningful to the student

• 2. Build a Foundation (cont.)

Make yourself available: Have constant contact: a soft touch (consistent) so they know you are still there   Observe the student closely for communication attempts: movements, muscle tension, change in posture, facial expression, eye gaze, and gestures  Positioning: maximize eye gaze or touch and joint attention

“Hit and run” not good with cars…

Or communication

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• 2. Early Emergent Literacy

Model reading and writing behaviors Embed the use of objects, symbols or words throughout the day Incorporate rhythm, music, finger plays and mime games Provide opportunites for handling and exploring reading and writing materials such as print and book awareness

• 2. Early Emergent Literacy (cont.)

Teach name, name sign and or personal identifiers of child and those people the child interacts with on a regular basis Embed literacy learning activities into routines

• 3. Emergent Literacy

Expand awareness of books, print and writing Establish reading and writing procedures that follow a prescribed sequence Connect real life experiences to literacy activities Create books adapted to individual child preferences, abilities and interest

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• 3. Emergent Literacy (cont.)

Teach concepts using child’s preferred communication modes Provide multiple opportunities to interact with text through shared storybook reading Teach letters and familiar words

• 4. Writing

Provide opportuites for students to experiment with variety of writing materials and methods Make writing a part of daily routine and activities Engage students in writing activities for identify and remembering objects, tasks, events Teach student to write personal information Teach writing skills for organization, record keeping and finances

• 4. Writing (cont.)

Teach student to communicate his thoughts and feelings through writing Teach student to use written language for self expression, rec and leisure Use writing to expand student’s vocabulary Incorporate writing into activities to check reading comprehension Provide opportunities for creative writing experiences

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• 5. Vocabulary Development

Teach vocabulary using representation models Introduce vocabulary in meaningful context Teach new vocabulary within variety of activities Teach vocabulary by matching objects to words Use pairing and fading to move children along hierarchy toward recognizing words and phrases Take time to teach vocabulary in prep for an activity

• 5. Vocabulary Development (cont.)
• 40 to 60 words depending (opportunity to

respond)

• Motivating  Preferred
• Words that have special meaning
• Conversational words
• Daily Living activities
• Action before object
• Using student initiated gestures at first
• 5. Vocabulary Development (cont.)
• Touch more important than hearing in the

formation of classification (Bloom, 1990)

• Extensive and repetitive joint exploration of
• bjects provides experiences
• How will you connect the

“meaning/experience” with the word?

• Intentional labeling of objects
• Build categories

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• 6. Comprehension

Conduct symbol assessment to ensure symbols in literacy materials are understood Design the environment and develop or adapt literacy materials,iIncluding related communication symbols based on student’s needs and skills Implement comprehension strategies before reading Implement comprehension during reading and after Align to the general education curriculum

• 7. Increasing Fluency

Engage students in multiple re- reading of stories Engage students in reading activities with peers Engage students in presentation activities in classroom and community

• 8. Expanding Literacy

Provide access to the general education curriculum Use consistent methods to evaluate how well a student understands Provide opportunities to use new vocabulary Provide ongoing support for new reading tasks

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• 8. Expanding Literacy (cont.)

Provide opportunities for student to read for purpose of gaining new information Provide opportunities for students to read for purpose

• f experiencing new feelings and attitudes

Provide opportunities for student to demonstrate critical thinking skills and understanding of content

Where does it all start for these students?

Vocalizations, facial expressions, gestures, movement

In preparation for next week…

Think about a student you want to focus on for this topic Why are you selecting this specific student? Do you consider the student to be passive? If yes, what behaviors does he have that suggest that to you? Do you consider the student to be active? If yes, what behaviors does he have that suggest that to you?

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Resources

Cooper-Duffy, K.,Szedia,P. & Hyer,G. (2010). Teaching literacy to students with significant cognitive disabilities TEACHING Exceptional Children, Jan/Feb. (pp.30- 39). Langley, M.B. (2000). Strategies for teaching literacy skills to students with visual impairments and additional disabilities. In A.J. Holbrook & M.C. Holbrook (Eds.),Foundations of education (2nd ed.) (pp. 323-325). New York: AFB Press. McKenzie, A.R. (2009), Emergent lLiteracy supports for students who are deaf- blind or have visual and multiple Impairments: a multiple-case study. Journal of Visual Impairment & Blindness, May (pp 291-301. Miles, B. (2005). Literacy for persons who are deaf-blind. DB-LINK https://nationaldb.org/library/page/1935 http://www.pathstoliteracy.org/topic/multiple-disabilities/instructional- strategies-students-multiple-disabilities Steps to Literacy and Literacy Skills Checklist