WELCOME !!!

1. Literacy for Students With Low-Prevalence Disabilities WELCOME !!!

2. Change in Practice • 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

3. Important Conclusions of Literacy Research… Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007 • The process of learning to read and write is a continuum that begins at birth and perhaps before • Emergent literacy behaviors are fleeting and variable depending on text, task, and environment

4. Important Conclusions of Literacy Research… Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007 • Children learn written language through active engagement with their world. • Reading, writing, speaking (augmented communicating), and listening abilities develop concurrently and are interrelated rather than sequentially developed.

5. Important Conclusions of Literacy Research… Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007 Technologies, media, and materials can dramatically impact emergent literacy demonstrations. The functions of print are as integral to literacy as the forms Written language activities and experiences should not be withheld while speech, language, motor, or other skill(s) developing to an arbitrary prerequisite level.

6. Beliefs… Literacy is for everyone and has many different forms Federal mandates support literacy for everyone Several barriers can be overcome concerning literacy instruction for students with severe disabilities Literacy skills enhance ones quality of life in many ways. Literacy instruction is as important for students with significant disabilities as it is for everyone else

7. National Early Literacy Panel (NELP) 2003 • 1. What are the skills and abilities of young children from birth to age 6 that predict later reading outcomes? • 2. What programs and interventions … • 3. What environments and settings … • 4. What child characteristics … contribute to or inhibit gains in children’s skills and abilities that are linked to later reading outcomes.

8. National Early Literacy Panel (NELP) 2003 • Oral Language • Alphabetic Code/Phonological Awareness • Print Knowledge/Concepts of Print Found three Highly-Significant Predictors (of children’s later literacy learning abilities)

9. NELP: Language is the key Oral language is: “the foundation for literacy development” “A strong predictor of later reading achievement because of its relationship to reading comprehension” (Strickland & Riley-Ayers, 2006)

10. Oral and Written Language … SWD 40% of preschool children with language impairments develop significant literacy learning difficulties (Aram & Nation, 1980:Rescoria, 2003) even if their delays appear to have been resolved by age 5 (Scarborough,1990;2002) Approximately 90% of individuals with severe communication impairments experience significant literacy learning difficulties (Koppenhaver & Yoder, 1992).

12. Two Views… • Readiness/Mastery View • Literacy is learned in a predetermined, sequential manner that is linear, additive, and unitary • Literacy learning is school-based • Literacy learning requires mastery of certain pre-requisite skills • Some children will never • learn to read • Current/Emergent View • Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking, • reading, and writing) • Literacy is a process that begins at birth and perhaps before • Literacy abilities/skills develop concurrently and interrelatedly • All children can learn to use print meaningfully Koppenhaver, Coleman, Kalman, Yoder. The Implications of Emergent Literacy Research for Children With Developmental Disabilities.

13. National Research Findings NELPNRP Oral language Phonemic Awareness Alphabetic Code Phonics Print Knowledge/ Fluency Concepts Vocabulary Comprehension

14. Silent Reading Comprehension Language Comprehension Word Identification Print Processing Beyond Word Identification

15. Translating the Research • Oral Language • Alphabetic Code • Print Knowledge/ Concepts Word Identification Languge Comprehension Print Processing Beyond Word Identification National Early Literacy Panel (NELP) Whole-to-Part Model

16. Components of the Whole -to -Part Model

17. Typical Literacy Development Emergent literacy is … “... the reading and writing behaviors that precede and develop into conventional literacy.” (Sulzby, 1991) Early Conventional Literacy Finding a structure for understanding where our students are in literacy development

19. Intentional ABC & Phonological Awareness Activities Supports for Emergent Reading/Writing Interest-based , contextual experiences Rich oral language environments, Ongoing Assessment Family Involvement Teaching Strategies

20. Rich Oral Language Environment Children talk more than adults ALL children have multiple ways to communicate Adults really listen-show true interest in what children are doing and saying Reflect on what children are doing; use encouragement rather than praise Label their feelings Ask open-ended, action questions; give suggestions Encourage choice & rule making Have real conversations with each child everyday Use a variety of words. Help children learn at least 2 new words everyday

21. Recognizing what we do with typically developing children to support emergent literacy development Conditions of Literacy Learning(Cambourne, 1993, 2003) • High expectations • Active engagement: Freedom to experiment & in order to become problem-solvers • Attribute meaning to ALL attempts • Foster rich social interactions – lots of TALK & fun! • Approximations/errors are accepted & celebrated • Loads of models- 24/7 immersion • More knowledgeable other

22. In Summary... • Consider typical literacy development... emergent literacy...conventional literacy... • Support use of communication devices during reading & writing • Call your student a communicator, a writer & a reader • Give students opportunities to experiment • Celebrate & attribute meaning to attempts • Observe for changes over time: they CAN do it “Nobody is TOO anything...”

23. Nobody is “too anything” to benefit from… meaningful opportunities to communicate, write and read. https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/shared-reading

24. FRAMEWORK http://www.four-blocks.com/

25. RESEARCH Four Blocks Literacy Model Website: http://www.fourblocks.com/research.htm Pat & Dottie’sWebsite: www.wfu.edu/fourblocks Children with Disabilities: Reading & Writing the Four-Blocks Way by Karen Erickson & David Koppenhaver

26. PHILOSOPHY Children are different in the way they learn, soseveral different approaches are incorporated daily into reading/writing instruction. Children enter our classes at varying language & literacy levels, soeach instructional block is as multi-level as possible. Children have different personalities/needs, sosubstantial instructional support is provided to students who struggle and who need challenge.

27. Children With Disabilities: Reading & Writing the Four Blocks WayDeveloped by Karen Erickson & David Koppenhaver Implemented at the Center for Literacy & Disability Studies, University of North Carolina at Chapel Hill Students with Communication Disorders Students with Moderate – Severe Cognitive Impairments Students with Learning Disabilities

28. Adapting the Four Block Model for Students with Disabilities Disability type or label does not provide instructional information Consider the areas of significant difference: Communication Cognition Physical abilities Senses (vision/hearing) Affect Attention

29. Putting it all together…

30. Assumptions / Conditions for Learning • All learners have a means of communication & interaction. • Teachers 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. • Learners have a personal connection with the curriculum. • Comprehensive instruction is offered every day (repetition with variety) to help students move beyond skill acquisition to application.