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1. Please check

2. APA Tip of the Day: Quotation marks inside quotes If the text that you are quoting includes a word or phrase with double quotation marks, you should change those to single quotation marks to avoid confusion. This is one of the small changes within quotes that do not require explanation. See section 6.07 (p. 172) of your APA manual.

3. APA Example NOTE!!!!!! According to APA, you should use italics instead of quotation marks for emphasis, but obviously, the author of the original text is obviously woefully ignorant of APA rules. Original text: Previously, the term “retarded” was commonly used. Now, however, “intellectual disability” is the preferred term. Quote: According to de Valenzuela (2014), “previously, the term ‘retarded’ was commonly used. Now, however, ‘intellectual disability’ is the preferred term” (p. 1).

4. Announcements Please turn in readings review now. Last class is next week. The final assignment is due then, at the beginning of class. Late papers accepted only for extreme emergencies. We will be doing a summary activity next week, so please come on time. We will also do final course evaluations. We will most likely end early, but please do not expect to leave prior to at least 6:00.

5. Quick questions or quandaries?

6. Today’s Topic: Literacy

7. Today’s Topic: Literacy for Individuals with Intensive Communication Needs

8. Small Group Activity: Share, compare, and contrast the literacy definitions you brought to class. Decide which to present to the class as a whole and what their implications for teaching students with intensive communication needs might be.

9. Social Construction of Disability • Training • Adaptive devices • Compensatory strategies • Environment • Expectation • Attitudes • Assumptions • Cultural beliefs Condition (e.g. Down syndrome) Disability (e.g. ID)

10. Social Construction of Inability: “Throughout this book we have discussed the serious consequences individuals with moderate or severe disabilities may experience when caregivers, teachers, or other practitioners have low expectations of the individuals’ potential to become literate citizens. Too often these low expectations result in no or limited instruction and restricted access to the everyday literacy activities and materials that build understanding of language and literacy.” Copeland, 2007, p. 157

11. Quick Write Considering the students you typically work with (or have worked with or would like to work with), what aspects of literacy are most important to you and how would you define "literacy" for/with them?

12. What do we know about developing literacy skills? • Exposure to literacy materials is necessary. • Opportunities to interact with literacy materials is necessary. • Literacy is a social process – it is learned in a social context and is a form of communication. Therefore, it is, fundamentally, a way of engaging with others (via text).

13. What is "text"?

14. Components of balanced reading instruction: • Guided reading • Word study • Self-selected reading • Writing

15. Guided Reading “exposes students to a wide range of literacy experiences with a focus on building comprehension.” Foley & Staples, 2007, p. 135

16. Word Study “includes phonemic awareness, phonics, and vocabulary instruction.” Foley & Staples, 2007, p. 135

17. Phonemic awareness???? “Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. An example of how beginning readers show us they have phonemic awareness is combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.").” http://www.nifl.gov/partnershipforreading/glossary/glossary.html

18. Phonics???? “Phonics is a form of instruction to cultivate the understanding and use of the alphabetic principle, that there is a predictable relationship between phonemes (the sounds in spoken language) and graphemes, the letters that represent those sounds in written language and that this information can be used to read or decode words.” http://www.nifl.gov/partnershipforreading/glossary/glossary.html

19. Self-Selected Reading “daily opportunities to read independently for sustained periods of time.” Foley & Staples, 2007, p. 135

20. Writing “focuses not only on the mechanics of composition, but, more important, on communicating effectively for a variety of purposes.” Foley & Staples, 2007, p. 135

21. Backwards design: Lesson planning requires stepping back and asking: • What do I really want my students to get out of this activity? • What part of ‘literacy’ do I want them to learn today?

22. Main Points: • There are differing definitions of literacy, even within education. • The way you define literacy will guide how you approach instruction.

23. Main Points, cont.: • There are different assumptions about the ability of individuals with intellectual and severe disabilities to become literate. • The way you define literacy and the assumptions your hold about individuals with disabilities will determine the types of learning opportunities you will provide.

24. More Main Points: • Perspectives that emphasize decoding skills will tend to de-emphasize literacy instruction for students with intensive communication needs. • More holistic perspectives on literacy view literacy instruction as relevant for even those students who have not yet acquired symbolic communication.

25. Final Main Points: • Reading and writing are not isolated, technical skills, they draw upon a wide variety of communication skills and a child’s knowledge about language and the world. • Whatever you decide you want your students to learn, plan for it! Academic learning shouldn’t happen just accidentally.

26. Please take a minute for the minute paper. .