Latest, Greatest Assistive Technology and Other Supports for ...

Latest, Greatest Assistive Technology and Other Supports for ...

Latest, Greatest Assistive Technology and Other Supports for Children's Literacy Development in Inclusive Settings Patsy L. Pierce, Ph.D. Center for Literacy & Disability Studies, UNC-CH Jessica Paulk, M.S., Florida State University What are current challenges to successful, educational inclusion?

Child Professional Environmental Other Factors Challenges to Inclusion

Emotional regulation Social skills Academic skills Language/communication abilities Professional preparation in all the above for children with and without disabilities Physical barriers to involvement in writing activities Significant Predictors of Literacy

Abilities Oral language: receptive/expressive vocabulary, comprehension beyond the word level, narrative knowledge, knowledge of the world Metalinguistic skills: phonological awareness, phonemic awareness, syntactic awareness Print knowledge: Perception as a reader/writer; alphabet knowledge, concepts about print, knowledge of functions of print, letter-sound knowledge, phonetic spelling Senechal, LeFevre, Smith-Chant, Colton, 2001; Lonigan & Whitehurst, 2001; Dickinson, McCabe,

Anastasopoulos, Peisner-Feinberg, Poe, 2003; NICHD,2005) O Comprehension U T S Fluency


Vocabulary M E Phonics Guided Alphabet/Phonological Awareness Activities Supports for Emergent Reading/Writing

Rich Oral Language Environments, Playbased Activities Ongoing Assessment Pierce, 2005 C Family Involvement S

Inclusive Supports: Light Tech Logo Mania: Everyday Literacy (Gryphon House) Squish-books Writing, writing everywhere Top 5 Reasons to WRITE FIRST! 5. Writing is an active way of learning about print. 4. Writing supports learning the reading process. 3. Writing allows students to record their thoughts and leave a

mark. QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. 2. Writing can be a concrete source for student assessment. 1. Writing is COMMUNICATION. Students Learn About Print When They Are Actively Engaged: Writing With Alternative Pencils,

Center for Literacy & Disability Studies, University of North Carolina, Chapel Hill, NC Matthews Journal October, 2005 Topic: going on vacation & staying in hotels p-o-o-l-ppp body music good brown pink much like to how old Matthews Journal

May, 2005 Topic: going to the library (had to eat before he could go) thank you vbbbcvvvvvvvbnnn qffruit fruit happy finished Inclusive Supports: High Tech Meville to Weville, Able Net Start to Finish Literacy Starters, Don Johnston Facilitates successful peer interactions and communication opportunities

Offer strong teacher & family supports for literacy learning for all pre-K-3rd grade children, including pre-made augmentative communication boards/symbols Children with and without disabilities are interested in books and activities Books and activities can be linked to early learning standards and standard course of study/curricular goals Help to support pre-K childrens growth to meet OSEP outcomes Meville to Weville Beginning literacy

and communication development are addressed while supporting student development of self and a sense of belonging within a community of learners. By Ablenet

Meville to Weville: An Evidence Based Curriculum This curriculum is the first ever research based literacy program that meaningfully integrates reading, writing, speaking, augmentative communicating and listening for elementary students with disabilities in the moderate to severe range of

disabilities. Evidence Subjects 23 children with moderate to severe disabilites, ages 5-12 Pre-Implementation Observation and assessment of communication device use (initiation and response) text composition (writing samples) peer interaction

Post-Implementation Increased student initiation of communication device use Access to alternative pencils Increased positive relationships between home and school Increased peer to peer interactions Curriculum Layout

Me Who I am, How I feel, and What I like. Today I Feel Silly By: Jamie Lee Curtis My Family Who is in my family?, Things we do, and Living with my family. Families By: Ann Morris My School Who is at my school?, Being a student, and What we do! My Special Day at Third Street School By: Eve Bunting

Unit Lessons Learning New Words Students identify new words and develop expressive language skills through saying words, singing songs and using words in high-interest motivational activities. Vocabulary Activities: Students practice using the vocabulary words in engaging activities designed with repetition and variety to promote the understanding of each word.

Word Wall Words: Students learn high frequency words, needed in reading and writing, through activities such as clap/chanting, writing and word identification. Lessons (continued) Literacy Lessons: Students engage in lessons using literature books and real life experiences to practice choice making, direction following and giving a personal response.

Writing Lessons: Students make decisions about individual and group writings and express themselves through book making and other structured writing projects. Action Dictionary and Reproducibles The Action Dictionary describes various ways in which students' actions may be adapted or modified to enable active participation in the lesson activity.

Assistive Technology Quick Set Up Guide provides the information you'll need to set up the assistive technology recommended in the MEville to WEville curriculum. Reproducibles are symbols, communication boards, notes to parents, scripts, etc. that are pre-made for teachers to use during the lessons. Students Learn About Literacy Through Real Life Experiences & Interactions

ctivity from: Meville to Weville, Ablenet, Lets Practice!!! Writing Activity: Interviewing another student Reporting on your interview Use appropriate writing tool Vocabulary Activity: Split into two teams Go on a scavenger hunt!!!

Start to Finish Literacy Starters (STFLS Stiffles) Teacher's Guide and Teacher Materials CD Intervention Planning Tool Vocabulary Cards Reading Chart Reading Volume and Reading Preferences Graphs Book Talk Communication Board eText & Story Pictures STFLS: Three text types Enrichment

introduces new topics, concepts and vocabulary to expand background knowledge and oral language Transitional supports students' vocabulary and oral language understanding Conventional promotes word-reading accuracy, automaticity and fluency as students practice repeated reading Increasing

Language Difficulty STFLS: The Three Text Types Increasing Word Reading Independence In Conclusion For successful inclusion Develop social skills

Literacy skills Use of Logos Writing on a daily basis (every child needs an appropriate pencil) Use of appropriate early literacy curricula with adaptations such as Meville to Weville or STFLS

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