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Presenter(s)
Ann Meyer, M.Ed
Mary Sagstetter, M.A.Ed
AbleNet, Inc.
2808 Fairview Ave. N
Roseville, MN 55113
Email: msagstetter@ablenetinc.com
Email: ameyer@ablenetinc.com
When searching for a literacy program for students with disabilities, an educator rarely obtains the one program that has all the instructional elements needed to effectively teach literacy skills. More often, a variety of instructional materials are required to achieve quality literacy instruction. Educators supplement lessons with prepackaged literacy materials and store bought workbooks, and even creatively design their own literacy materials. Now, there is a program with a comprehensive, systematic instructional approach that enables students with disabilities to experience literacy learning success!
MEville to WEville: Early Literacy and Communication Supplemental Curriculum was specifically developed for students with moderate to severe disabilities who have difficulties learning to read and write through traditional instructional methods. This resource systematically targets literacy skills that research has found to be critical to literacy learning success, while incorporating content area goals and objectives. In addition, the lessons were designed to build a classroom community that promotes a true sense of belonging within a network of meaningful relationships. Also incorporated is the development of character education (having a valued role, acknowledging others, expressing preferences) and social skills (turn taking, responsibility, respect) by embedding the elements throughout the MEville to WEville program.
In 2004, Dr. Karen Erickson, from the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill, completed a research study in self-contained special education classrooms to evaluate the effectiveness of the MEville to WEville curriculum.
Initial results indicated:
• Children initiated more communication and interaction during the program.
• Children developed stronger social relationships with their peers in special and general education.
• Children became more socially responsive.
• Children made measurable progress as readers and writers.
• Teachers felt valued as teaching professionals.
• Teachers integrated the program across the school day.
• Teachers spent more time addressing communication and literacy.
• Teachers focused on the integration of assistive technology across their school day rather than the creation of instructional activities.
• Teachers spent more time focused on meeting individual student needs.
• Related service providers were better able to integrate their services into the classroom.
• There were increased opportunities for parent-teacher interaction and collaboration.
MEville to WEville is organized into three parts with five specific lesson activities in each:
• 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 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.
• 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.
Students are exposed to lessons rich in literacy instruction, writing development and communication skills. These lessons promote language development, concepts about print, alphabetic principal, phonological awareness, and writing development.
Are you now wondering how students with severe disabilities can be involved in these types of lessons? It is made possible through the use of a new innovative tool, the Action Dictionary. The Action Dictionary is similar to a typical dictionary, yet it references every action word that is used in the MEville to WEville supplemental curriculum. These action words are the words presented in bold throughout the lessons. The Action Dictionary describes various ways in which actions may be adapted or modified to enable a student to actively participate in the lesson activity.
MEville to WEville is a comprehensive supplemental curriculum that was specifically created to facilitate the beginning communication and literacy development of students with developmental disabilities, particularly those with complex communication needs. Students within the moderate to severe range of disabilities are at high risk for literacy learning difficulties. This supplemental curriculum actively combats these difficulties by taking instructional activities and teaching strategies that have proven to be effective at developing the literacy skills of typically developing students, and making them accessible to students across all ability levels.
Summary:
This presentation will share a first ever research-based supplemental literacy and communication program that meaningfully and systematically integrates reading, writing, speaking, augmentative communicating and listening for elementary students with disabilities in the moderate to severe range. Learn about instructional activities that support students to develop skills as communicators, readers, and writers. Learn about the organization of this ready-made curriculum and how it helps teachers focus on individualizing instruction, collaborating with related service providers, and integrating technologies.
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