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Presenter(s)
Mary Sagstetter, M.A.Ed
MaryKay Walch, COTA
AbleNet, Inc.
2808 Fairview Ave. N
Roseville, MN 55113
Email: msagstetter@ablenetinc.com
Email: mwalch@ablenetinc.com
Just imagine the look on a child's face when he or she discovers the thrill of reading independently for the very first time. Now imagine a classroom where the students with severe disabilities can read a story to their classmates and even take their turn reading aloud. Stories can have new meaning and characters come to life as the ability to truly "join in" the literacy experience is made possible.
Historically, students who are non-verbal and/or who have cognitive disabilities have experienced limited reading instruction, had little interaction with others during literacy activities, and been given minimal opportunities to read and write. When children with disabilities are given opportunities to participate in literacy experiences that are supported by assistive technology, they now are able to learn to read, interact with others, and practice reading and writing skills. As we move into the future with additional technology and resources available, it is critical that literacy experiences are provided for students with disabilities, and that they are supported with the assistive technology to actively participate, learn and achieve the highest level of literacy skills possible (Hanser, 2003).
As David Koppenhaver states, "If you do not teach a child to read, then he will never read." Many students with disabilities have not been taught literacy skills. What might they have been able to learn and accomplish had they been provided with literacy opportunities and the support of assistive technology?
When addressing supporting the literacy needs of students with disabilities, one can look to the research that reflects the importance of reading aloud to all students. Anderson (1985) reports that the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. Jim Trelease, author of the Read-Aloud Handbook, offers further explanation as to the reasons one should read to aloud to children:
• introduce great literature that is beyond their personal reading capacity
• develop a life-long love of reading
• expand vocabulary
• build listening skills--including the ability to visualize the meaning of spoken words
• develop an "ear" for good oral reading
• develop oral reading skills
It is important that children are introduced to literacy experiences as early as possible. Exposure to literacy generally happens naturally through the course of daily living, when a child sees a parent write a grocery list, read the newspaper, clip coupons with pictures/text, and read recipes. These literacy experiences cultivate an awareness and interest in a child. The child with disabilities, however, may miss these types of natural exposures to literacy due to their physical positioning, or their location within the home. If the child is not present in the environment, he/she will not benefit from these naturally occurring literacy experiences.
Likewise, in the school environment, literacy opportunities are also endless, for the child who is present in the environment. Due to the fact that students with disabilities are not always in a literacy rich environment, it is vital that they have a specific time dedicated to reading instruction, interactive literacy experiences, and ongoing opportunities to read and write. According to Dr. Karen Erickson (2003), "Looking at reading instruction in inclusive environments makes it easier to understand why students with significant disabilities should be included in reading instruction. There are multiple opportunities for students to participate in reading lessons aimed at increasing comprehension skills." Oral and written language activities are abundant in the typical classroom environment. Working on these activities simultaneously can support all students to learn to their maximum potential (Koppenhaver, personal communication, April 21, 2003). Students with disabilities need to have the same type of literacy instruction as their typical peers.
Educators apply a variety of strategies when teaching literacy skills. One common strategy to assist students in making predictions about what might happen in a story is to do a "picture walk." The teacher takes the students through the book, page by page, helping students focus in on the pictures and encouraging students to think about what is happening in the story and what might happen next. Other strategies include Word Walls, letter games, and songs with rhyme and repetition that help students learn about decoding and increase phonemic awareness. With the support of assistive technology, students with disabilities are able to actively participate in and learn through these and many other literacy learning experiences.
Assistive technology supports for literacy instructions are readily available. Communication devices from low-end to high-end technology formats are able to support a student by enabling them to actively participate in literacy learning activities such as reading a repetitive line or presenting an oral book report. Assistive technology also makes it possible for students with limited communication abilities to read regular classroom books or library books. Many literacy learning programs and literature books are now available in software formats and are supported with audio to read the story. Other literacy materials for secondary students are being created to address the needs of the secondary student with disabilities. For a student with disabilities, literacy learning can take place through involvement in the teaching strategies offered by the teacher, at the computer, and by interacting with a real book.
Literacy learning activities supported by assistive technology are critical in order for students with disabilities to gain the knowledge and skills needed to reach their maximum potential. Attend this session to learn about the available technology supports that can facilitate students to achieve literacy learning success.
References:
AbleNet, Inc., 1081 Tenth Ave S.E. Mpls, MN 55414-1312.
Beck, J. (2002). Emerging Literacy Through Assistive Technology. Council for Exceptional Children- Teaching Exceptional Children. Vol.35 NO.2 Nov/Dec 2002. p.44
Hanser, G. (2003). Literacy Tips & Tricks for AAC User: What Can I Do On Monday? SpeakUp! Quarterly Newsletter of the United States Society for Augmentative and Alternative Communication, p.4-6.
Kliewer, C., & Landis, D. (1999). Individualizing literary instruction for young children with moderate to severe disabilities. Exceptional Children. Vol. 66 Issue 1, p85.
Koppenhaver, D. and Erickson, K. (2001). 9th Summer Seminar on Literacy in AAC, Gustavaus Adolphus College, St. Peter, MN.
Trelease, J. (1993). " Why Read Aloud?" The Read-A-Loud Handbook. Chapter 1, Penguin Book Publications USA. 5th Edition.
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