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All Children Can Read! A Tour of the Literacy Website from National Center on Deaf-Blindness

All Children Can Read! A Tour of the Literacy Website from National Center on Deaf-Blindness. Carla Beck Michelle Clyne. Acknowledgements:. Shawna Benson, Ohio Center for Autism and Low Incidence Barbara Purvis and Nancy Steele, National Ccenter on Deaf-Blindness

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All Children Can Read! A Tour of the Literacy Website from National Center on Deaf-Blindness

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  1. All Children Can Read! A Tour of the Literacy Website from National Center on Deaf-Blindness Carla Beck Michelle Clyne

  2. Acknowledgements: Shawna Benson, Ohio Center for Autism and Low Incidence Barbara Purvis and Nancy Steele, National Ccenter on Deaf-Blindness Sandra Hopfengardner Warren, East Carolina University Jessie Moreau, Gwinnett County Public Schools, Georgia

  3. Participants will better understand: • Aligning literacy instruction, assessment, and core standards for learners with deaf-blindness & low incidence disabilities • Critical components of literacy development for learners with deaf-blindness • Standards-based instructional activities for learners with low-incidence disabilities

  4. Learners with Deaf-Blindness • Approximately 10,000 children in U.S. • Variety of combinations of vision and hearing loss • Most have residual vision and hearing • Approximately 90% have additional disabilities • Affects relationships, communication and learning in a variety of ways

  5. Incidental Learning:

  6. Looking at literacy from a new perspective

  7. Assumptions about Literacy • All children can become and are becoming literate • Founded on experiences and concepts that begin early in life • Literacy instruction must include a strong emphasis on communication and socialization • Literacy exists along a continuum from emergent literacy to independent literacy And we’re here to help show you how!

  8. Literacy takes many forms

  9. Development of the Website Challenges faced by practitioners • Very low incidence population • Very broad diversity of learners • Historical attitudes of low expectation Need for practical resources • Evidence-based • Examples • Implementation instructions

  10. Important Considerations Assumes literacy for ALL children User friendly for families and service providers Sequential Holistic Targeted instructional strategies Fluid and ever-expanding

  11. Conceptual Framework Draws from General and Special Education research Expands definition of literacy Includes: • Foundations for literacy learning • Stages of Literacy Development • Components of Literacy Development • Related skills

  12. Stages of Literacy Development Expanding Literacy Independent Literacy Early Independent Literacy Developing Literacy Emergent Literacy Early Emergent Literacy Building a Foundation for Literacy B. Purvis and N. Steele, 2012

  13. http://literacy.nationaldb.org/

  14. Literacy Skills Checklist

  15. Instructional Tips

  16. Let’s See an Example! Watch this video about Jarvis, a high-school student with deaf-blindness. Following the video we will: • Identify relevant Common Core content standards and related grade-level expectations • Consider how Jarvis can demonstrate his learning related to the standards/expectations • Identify instructional activities (aligned with selected standard/s) to implement • Locate strategies and resources to use

  17. Thank You to All the learners, families and practitioners who have taught, and continue to teach us, that ALL CHILDREN CAN READ.

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