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 Literacy Overview |
All students, including those with significant disabilities, should be provided high quality instruction to engage in meaningful literacy activities. Many students with complex learning needs have been denied access to opportunities which foster literacy success, based upon the erroneous assumption that they could not benefit from this instruction. There is now an emerging body of research in support of literacy instruction for students with significant disabilities. While some students may not acquire generalized reading skills, literacy skills are “functional” and can enhance a student’s quality of life and lead to improved adult outcomes.
The Louisiana Department of Education, in partnership with LEAs across the state, is supporting the Ensuring Literacy and Numeracy for All project. The intent of this project is to make sure every student in Louisiana is a successful reader, writer, and mathematician. In this instance, ALL really does mean all - including students with the most significant cognitive disabilities. For that reason, stakeholders at the state, regional, district, building, and classroom levels must incorporate the needs of students with significant disabilities into the planning, implementation, and evaluation of their literacy initiative efforts.
All students, including those with significant disabilities, should be included in district-wide literacy/reading assessments (e.g., DIBELS). If use of the typical assessment(s) does not provide sufficient information, there are a variety of other assessment tools that can be used in addition to assessment tools used by districts. The tools do not take the place of other assessments required by districts such as the DIBELS.
The Access Guide provides a variety of tools and resources for use by educators and family members in the design, implementation, and evaluation of literacy based programs for students with significant disabilities. Additional tools to support literacy access for these students can be found under the Resources/Tools tab. | | Quality Indicators for Literacy Access (Significant Disabilities) |
The draft Quality Indicators for Literacy Access (Significant Disabilities) was developed through the Louisiana Department of Education. The document, in draft format, is designed to provide guidance to educators and families on the provision of literacy opportunities for students with significant cognitive disabilities. Indicators are organized in the following areas: assessment, IEP, instruction, evaluation, administrative support, professional development, and resources. This document will be revised in the near future after input from LEA personnel has been received. | | Beginning Literacy Framework (Article on reading needs for students with significant disabilities) |
The Beginning Literacy Framework by Karen Erickson, Caroline Musselwhite, and Ruth Ziolkowski (2002) focuses on reading needs for students with significant disabilities:
• Materials that Match their Ability
• Opportunities to Read (including both light and high-tech materials)
• Standards-based Materials
This framework helps educators choose and create books that match needs of students for enrichment, transitional, and conventional texts. | | Supporting Students with Significant Disabilities in Literacy Assessment: Sample Assessment Tools |
This chart, Sample Assessment Tools, compiled by Dr. Caroline Musselwhite, contains information regarding a variety of assessment tools that can be used to assess the literacy/reading progress of a student with a significant disability. One or more of these tools can be used in addition to assessment tools used by districts. These tools do not take the place of other assessments required by districts such as the DIBELS (Dynamic Indicators of Basic Early Literacy Skills). | | Assessment Flow Chart (What to do if standard literacy assessment tools aren't sufficient.) |
The Assessment Flow Chart provides an illustration of the process to follow if standard literacy/reading tests and materials used to assess every student (e.g., DIBELS, developmental spelling tests) are not providing sufficient information about the progress/strengths/needs of a student with a significant disability | | Every Day Chart (Provide literacy support for every child every day!) |
The Every Day Chart, compiled by Dr. Caroline Musselwhite, is designed to show teachers the types of literacy activities that EVERY student should engage in EVERY day. Thus, the opportunity to choose books and read or listen independently, and to write using accessible tools, should happen on a daily basis, not just occasionally. Looking at this chart from top to bottom also shows how a student’s skills in one area, such as interacting with a group leader around text, might grow across a year. For assessment and planning support, see the Bridge protocol (link provided in the chart). | | Literacy Rubric (Kathy Staugler, 2007) (Informal literacy assessment tool) |
The Literacy Rubric reprinted here with permission from the author, Kathy Staugler, can be used to conduct an informal literacy assessment of a student with a significant disability. The rubric addresses the five components of reading instruction across three levels of literacy engagement: Early Emerging Literacy, Transitional Emerging Literacy, and Early Conventional. | | Top Ten Tips for Literacy! (Supporting Students with Significant Disabilities) |
Dr. Musselwhite, internationally know for her work in the areas of assistive technology and literacy support for students with significant disabilities, has granted permission to post her “Top Ten Tips for Literacy” related to literacy access for students with significant disabilities. Click on each of the topics listed below for great strategies that you might try in your own classroom!
See more tips at:
www.aacintervention.com
| | Literacy and Significant Disabilities - Websites, Blogs, Wikis, and Nings |
This document, Websites, Blogs, Wikis, and Nings, contains a list of helpful websites related to literacy access for students with significant disabilities. Also provided is a description of each site. | | Literacy for ALL Celebration! |
Districts and schools across Louisiana are invited to host local literacy celebrations to highlight literacy successes for ALL students, including those with significant disabilities. The Literacy for ALL Celebration flyer provides suggested activities for the celebration, but participants are encouraged to be creative and generate their own plan.
Plase share your literacy celebration success stories with us by email with a summary and pictures (refer to the flyer). We will try to post some of the submissions on the Access Guide website.
Livingston Parish Literacy Celebration
In response to this invitation for school districts/schools to host a literacy celebration that includes a focus on students with significant disabilities, Livingston Parish held an event that is sure to lead to improved outcomes for students! The district set aside a full school day in March, 2009 to devote to their “celebration.” Using LaSIG2 funds, Livingston provided substitute teachers for approximately 50 teachers to attend the event. Teachers who worked with students with significant disabilities (including autism) were invited. The day included demonstrations of model lessons, literacy activities involving students from various schools, small groups structured for problem-solving and instruction, program displays, and more!
East Baton Rouge Parish Literacy Celebration
In May, 2009, the EBR School System celebrated the literacy projects sponsored by the EBR Significant Disabilities Literacy Access Workgroup. Refer to EBR's ESS Gazette (beginning on page 5) for a description and pictures of the celebration.
| | Alternate Pencils |
Many students with significant disabilities have very limited, if any, opportunities to write. These students may have physical/motor impairments or cognitive challenges that present barriers to writing in a conventional manner.
The Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill (refer to http://www.med.unc.edu/ahs/clds/) has provided leadership in looking at multiple types of “alternate pencils” for these students. These “pencils” provide alternate ways for students to access the alphabet and begin to engage in the writing process. The Center’s website provides video clips of students with significant disabilities using alternate pencils. Direct links to case studies (Jake and Matthew) are as follows:
http://www.med.unc.edu/ahs/clds/projects/deaf-blind-model-classroom/jakes-story
http://www.med.unc.edu/ahs/clds/projects/deaf-blind-model-classroom/matthews-story
Efforts are underway in several Louisiana school districts to support students in the use of “alternate pencils.” We hope to post information on successful strategies by school year 2009-2010.
November 2, 2009, Webinar: Alternate Pencils: Why Bother?
In association with the Louisiana Department of Education's(LDE) alternate pencil project, Dr. Vicky Roy produced a one-hour webinar on the use of "alternate pencils" for students with very significant disabilities. The webinar was designed as an introduction for partcipants in the LDE's 2009 -2010 school year alternate pencil project. The webinar can be accessed at the following site:
http://ldoe.na6.acrobat.com/p38953070/
The handout for the webinar can be reached here: Alternate Pencil: Why Bother?
February 4, 2009 Webinar: Alternate Pencils (Introduction)
The Louisiana Department of Education (LDE) held a one-hour webinar on the use of "alternate pencils" for students with very significant disabilities. The webinar was designed as an introduction for partcipants in the LDE's alternate pencil project, and therefore includes information specific to this project; however, the session can also be viewed by any interested parties. The webinar can be accessed at the following site:
http://ldoe.acrobat.com/p34301935/
April 22, 2009 Webinar: Alternate Pencils (Creating Opportunities)
The LDE held a second one-hour webinar on the use of "alternate pencils" which centered on strategies for creating and supporting opportunities to practice the use of alternate pencils. Once again, the webinar was designed to support partcipants in LDE's alternate pencil project, but the session can also be viewed by any interested parties. The webinar can be accessed at the following site:
http://ldoe.acrobat.com/p76989339/ | | Story-based Lesson Task Analyses |
Three sample task analyses for use in conducting story-based lessons are provided here. These have been posted with permission from Dr. Diane Browder. The materials were developed through Project MASTERY/NAAC (IES Grant # H324U040001).
| | Literacy Webinars |
WEBINAR: Literacy Assessments (Phase 1)
Presenters: Dr. Caroline Musselwhite and Nanette Olivier
The Literacy Assessments (Phase 1) webinar, recorded on May 26, 2009, provides an overview of the literacy assessment requirements related to students with significant disabilities in the Ensuring Literacy for All (ELFA) Schools. These requirements also apply to other schools across Louisiana serving these students. The Phase I webinar provides a review of two assessment tools and their use with this population of students: DIBELS and the BRIDGE. Also included in the webinar is information about resources available for school personnel to use in supporting implementation efforts. The webinar can be accessed at the following site: http://ldoe.acrobat.com/p97269333/
The following are handouts related to the Phase 1 webinar:
WEBINAR: Literacy Assessments (Phase 2)
Presenters: Dr. Caroline Musselwhite and Nanette Olivier
The Literacy Assessments (Phase 2) webinar, recorded on May 26, 2009, provides an overview of the literacy assessment requirements related to students with significant disabilities in the Ensuring Literacy for All (ELFA) Schools. These requirements also apply to other schools across Louisiana serving these students. The Phase 2 webinar begins with a brief summary of the Literacy Assessments Phase 1 webinar content, followed by a review of the following assessment tools for use with students with significant disabilities: Intervention Planning Tool, Literacy Rubric, and Early Literacy Checklist. Also included in the webinar is information about resources available for school personnel to use in supporting implementation efforts. The webinar can be accessed at the following site: http://ldoe.acrobat.com/p51972401/
The following is a handout related to the Phase 2 webinar: Literacy Assessment Phase 2 PowerPoint
| | Literacy Access Images (photos, video clips) | Through the use of photographs and video clips, this section of the Access Guide provides examples of adapations, modifications, and supports used to actively engage students with significant disabiltiies in literacy activities.
Photographs
The following documents provides photographic images of students engaged in literacy activities:
Video Clips
The following chart provides links to brief video clips of students with significant disabilities engaged in literacy activities. Information is included regarding the type of activity/strategy depicted in the video clips, as well as the Extended Standards addressed.
When observing these clips, consider the following points:
- Level of student engagement in activity
- Adaptation/modifications linked to student needs
- Clarity of instruction
- Learning outcomes for student
- Age appropriateness
- Strategies to include modified instruction within the context of a general education class/activity
|
Video clips
(minutes:
seconds)
|
Grade level |
Extended Standards |
Activity description/strategy |
|
Reading at Elementary School
Part 1 (2:38)
Part 2 (3:08) |
1st & 2nd |
ELA
ES-42/37: Use listening strategies |
Students are engaged in a reading activity using different techniques (searching, pointing, touching, reading, questions, big vs. little, M (mmmm) sound, repeating words).
Observe: instruction on components of reading, use of assistive technology to support engagement |
|
Spelling(:37) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines
ES-29/32: Participate in a group discussion (when done with other students)
|
Review a spelling lesson created in PowerPoint. |
|
Reading Assessment (Errorless) - One choice scanning
(:38)
|
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines
ES-2/2: Identify story elements
ES-11/11: Demonstrate understanding of information in texts |
After completing literacy unit, assess comprehension via electronic test. This student is learning the routine of responding to assessment questions.
|
|
Reading Assessment – Multiple Choice
(1:00) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines
ES-2/2: Identify story elements
ES-11/11: Demonstrate understanding of information in texts |
After completing literacy unit, assess comprehension via multiple choice electronic test. |
|
Reading – Chain Switch Access(:30) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines |
Independently read an electronic book using a chain switch. |
|
Reading – Electronic Reader(:44) |
10th |
ESA
ES-29/32: Follow instructions for complex procedures/routings
ES-29/32: Participate in a group discussion |
Either independently or with a group, read a book using an electronic reader. Observe: student insists upon independence! |
|
Reading – Modified Switch
(:37) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines |
Using a modified switch, independently read an electronic book. |
|
Reading – Reviewing Story Elements(:37) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines
ES-29/32: Participate in a group discussion
ES-2/2: Identify story elements
ES-11/11: Demonstrate understanding of information in texts |
Review reading comprehension by selecting a question with a spinner device, and by selecting an answer recorded on a communication device. |
|
Reading – Simple Scanning (:29) |
10th |
ELA
ES-29/32: Follow instructions for complex procedures/routines. |
Independently choose and read an electronic book using a switch and a scanning procedure. |
|
Alternate Pencil
:15) |
3rd |
ELA
ES-42/37: Use listening strategies
|
Student is engaged in a reading activity using a communication devise to select word. |
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