Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment1...

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



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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



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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

[email protected]

Web site: www.esc3.net

Texas Education AgencyDivision of Special Education1701 North Congress AvenueAustin, Texas 78701-1494Web site: www.tea.state.tx.us



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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.



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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.



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Who are students with significant disabilities?

• Deafblind

• Medically Fragile

• Severe Cognitive Disabilities

• Combinations of moderate disabilities



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Assumptions of Teaching & Learning Underlying the

Training Modules



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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.



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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



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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


3 Conf ident in My


4 Extens ive


5 Cou ld Serve as a

Resource for Oth ers



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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



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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?



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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.



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End of Module 1End of Module 1

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