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Karen Erickson, Ph.D. Center for Literacy & Disability Studies

Access to the Common Core State Standards for Students with the Most Significant Cognitive Disabilities: Transitions We Must Make. Karen Erickson, Ph.D. Center for Literacy & Disability Studies University of North Carolina at Chapel Hill erickson@unc.edu.

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Karen Erickson, Ph.D. Center for Literacy & Disability Studies

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  1. Access to the Common Core State Standards for Students with the Most Significant Cognitive Disabilities: Transitions We Must Make Karen Erickson, Ph.D. Center for Literacy & Disability Studies University of North Carolina at Chapel Hill erickson@unc.edu

  2. Instructional Transitions for Teachers of Students with Significant Cognitive Disabilities Transition 1: From access to learning. Transition 2: From mastery of skills to application of knowledge and skills. Transition 3: From independent work to active participation, interaction, collaboration and communication. Transition 4: From accessing selected standards or parts of standards to comprehensive instruction in reading, writing, speaking, listening, and language.

  3. Transitioning from an emphasis on ACCESS to an emphasis on LEARNING

  4. Access to Text v. Learning to Read • Focus over the last decade has been on: • Simplified text • Picture supports • Teaching the content • Outcome has been: • Students learn the content of texts • Students are not learning critical, foundational reading skills

  5. This is a common example of simplified, picture-supported text.

  6. Tarheelreader.org Common Core Exemplar Texts Companion Library http://dynamiclearningmaps.org/unc/texts/index.html

  7. Transition 2: From mastery of skills to application of knowledge and skills.

  8. History of Reductionist Approaches • “reductionist interventions” (Katims,2000, p. 4) • Are sequenced and hierarchical • Employ drill and practice to train • Focus on skills such as: • letter names and sounds, • word decoding, • sight words, and • filling out written forms (Joseph & Seery, 2004;Zascavage & Keefe, 2004)

  9. What might it look like? Transition 3: From independent work to active participation, interaction, collaboration and communication.

  10. Transition 4: From accessing selected standards or parts of standards to comprehensive instruction in reading, writing, speaking, listening, and language.

  11. 1 hour May 09(K-1 Classroom) 8:30-9:00 breakfast 9-9:30 calendar 9:30-10 specials 10-10:20 fine motor 10:20-10:30 recess 10:30-11:10 communication/IEP goals 11:10-11:30 handwriting without tears 11:30-12:15 lunch/recess 12:15-12:50 free time and bathroom 12:50-1:00 art 1:00-1:30 play skills 1:30-2:00 math 2:00-2:15 recess 2:15-2:35 vocational 2:35-3:10 cooking 3:10-3:30 get ready to go home

  12. 2 hrs & 25 mns May 2011(K-1 Classroom) 8:40 - 9:00 Breakfast and sign in 9:00 -9:15 Opening (home/school journal, calendar, weather) 9:15 – 9:30 Guided Reading 9:30-10:00 Shared Reading 10:00 – 10:20 PE 10:25 – 10:35 Recess 10:40 – 11:00 Writing 11:00 - 11:20 Word Work 11:20-12:00 Lunch 12:00-12:15 Computers 12:15 - 1:45 Self-Selected Reading 12:45-1:00 Word Wall 1:00 - 1:30 Shared Writing 1:30 - 2:00 Math (self-selected reading and word wall) 2:00 - 2:30 Play Skills 2:35 – 2:45 Get ready to go home

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