2001 Conference Proceedings
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Including AT in Literacy Instruction: INCLUSIVE EMERGENT
LITERACY PROGRAMMING FOR LANGUAGE DISABLED STUDENTS
Kimberly A. Pineau
PO Box 80
Laurens, NY 13796
E-mail: kapin@dmcom.net
Introduction
Reading is the process of deciphering symbols of a message that
have meaning to both the author and the person receiving the
message. For the greatest part of the population, this means
deciphering combinations of letters that create agreed upon
sounds, which represent an object or concept. Students with
language disabilities are at a disadvantage since the very
definition of language disability implies that "language" is not
used with purpose and therefore reduces the ability of the
message to have meaning (Frost, 1994).
Literacy is an extension of both reading and language. In it's
most strict definition, literacy is the ability to read and
write. Today, the concept of "emergent Literacy" encompasses more
than the historical version, and is defined as the ability to
share knowledge through any of the four domains of communication:
speaking, listening, writing, and reading. Emergent literacy
allows a client to use any version of language to convey his or
her message. Clients with language disabilities often use a form
of symbolic language. Symbolic language is the pairing of a
picture or object with the written word that represents it,
creating a meaningful way to share a message between two
communication partners.
Support for early and intensive interventions is provided by
Pierce and Porter (1995): "Forty percent of children with oral
language delays and impairments tend to have significant literacy
problems by the time they are in first and second grade"(online).
This presentation will include a set of suggestions that I have
used to enhance emergent literacy for students with language
disabilities. It will include the use of symbol language,
literacy activities, and assistive technology.
Activities that will be highlighted will include:
Identification of Symbolic Understanding- a prerequisite of
emergent literacy is the understanding of objects as meaningful.
The four levels of symbolic representation I will use include:
Real Objects- using an item from the activity to represent that
action/routine. Mini-Objects- by retaining the 3 dimensional
shape the item retains more meaning than a flat object.
Refrigerator magnets and doll toys are excellent mini-objects.
Pictures- this term includes two types of symbols, a true camera
photo or photocopy and a hand or computer drawing in either black
and white or color. The highest level of symbolic understanding
is the traditional form of written communication, the Written
Word. New vocabulary introduction may require a short period of
lower level symbol use to cement the concept and symbol as a
meaningful unit.
Teaching Initiation- an exchange of meaning must take place for
communication to occur; therefore the skill of initiation allows
a child to begin communicating. Some clients will have the
ability to move about and should be taught that they can bring a
message to another individual. Clients with motor impairments
will require an "attention-getting" device such as a bell.
Teaching Symbolic Vocabulary- the symbols a student will use
must be understood; this is a step that is often left out.
Various symbol systems are available. An important point to
remember is that community members who are not trained will find
some systems more easy to understand than others. A
recommendation of pairing the written word with the symbol allows
untrained communicators to be involved with minimal
directions.
Literacy Activities- the bulk of the information presented will
relate to activities that can be used to help language disabled
students increase their literacy skills. The same variety of
literacy activities used with non-language disabled students will
work for students with language disabilities. The difference will
be in the presentation and repetition of activities. Typical
activities are to read to the student; label the environment;
write experience stories; use computer-aided writing programs;
act out stories, fairy tales and fables; and the use of daily
literacy routines.
Examples of Intellikeys, Discover Switch/Board, paper
communication boards, modified trade books and other low and
mid-level voice output devices will be available. Connections
will be made to the New York State Learning Standards as examples
of student goals.
References
Frost, Lori A, M.S., CCC/SLP; Bondy, Andrew S., Ph.D. (1994). The
Picture Exchange Communication Training Manual. Cherry Hill, NY:
Pyramid Educational Consultants, Inc. 1-4.
Pierce, Patsy L. & Porter, Patricia B. (1996). Helping
persons with disabilities to become literate using assistive
technology: Practice and policy suggestions. Focus on Autism and
Other Developmental Disabilities {on-line}, 11(3) 142-146, 162.
Available: Ebscohost.
Pineau, Kimberly (2000). Reading program for language disabled
students. Masters level project. College of St. Rose; Albany, NY
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