Class outline: Class #18

.Teaching Students with Intensive Communication Needs

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June 27, 2007 (class #18) - REVISED - To be presented June 28
Topic: Literacy

Class outline:

4:20-4:30 Quick questions and quandaries. Announcements:

Don't forget to turn in your LAST summary!

Final papers are due in class on Friday. We will not accept late papers, unless you have an emergency. In that case, contact us as soon as possible and we will assign you an incomnplete. The emergency does need to fall within university guidelines for incompletes.

Final papers can be picked up in Julia’s office (by appt. or during drop-in office hours) until end of Fall 2007. Check her web site for Fall office hours.

Important information about tomorrow’s class...

4:30-4:50 Small group activity:

Share, compare, and contrast the literacy definitions you brought to class. Decide which to present to the class as a whole and what their implications for teaching students with intensive communication needs might be.

4:50-5:10 Report out

5:10-5:20 Quick write: Considering the students you typically work with (or have worked with or would like to work with), what aspects of literacy are most important to you and how would you define "literacy" for/with them?

5:20-6:15 Interactive presentation: literacy

6:15-6:20 Minute paper:

What was the most important concept you learned in class today?

What was the muddiest part of the class?

Overheads:

PowerPoint file

Handouts:Definitions of literacy
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Optional Reading Questions:
Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.
Copeland, 2007

1) What has been the prevailing belief regarding older individuals with severe disabilities and academic and literacy activities?

2) What are some common features of effective literacy programs for adolescents and adults with severe disabilities?

3) What are some examples of age-appropriate materials that address a range of literacy skills?

4) How do activities like book clubs and theatre serve in facilitating literacy skills for older individuals with severe disabilities?

5) Now that you've read this chapter:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

Koppenhaver, Pierce, Steelman, & Yoder, 1995

1) Do these authors seem to define literacy differently from Beukelman & Mirenda?

2) How does the model they present fit in with the other models we've been studying?

3) Remember the reference in class to Bronfenbrenner's ecological last Monday? How does that relate to this article?

4) What additional rationales for working on literacy with students with SSPI do these authors present?

5) What additional strategies for enhancing literacy do they present?

6) Now that you've read this article:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

Beukelman & Mirenda, chapter 13

1) How do these authors seem to be defining literacy?

2) Why do they seem to feel that it is important to work on developing literacy for students with SSPI?

3) What is SSPI?

4) What are some strategies for facilitating the development of literacy in students with SSPI that seem to resonate with you?

5) Now that you've read this chapter:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

Foley & Staples, 2007

1) Name some ways in which AAC systems or devices can facilitate literacy development for people with severe disabilities?

2) What are the features of the SETT framework?

3) What is considered to be balanced literacy instruction?

4) How do the case studies compare to your experiences as an educator of students with severe disabilities?

5) Now that you've read this chapter:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

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Additional Resources:
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Recommended Readings for June 27:
Blischak, D. M. (1995). Thomas the writer: Case study of a child with severe physical, speech, and visual impairments. Language, Speech, and Hearing Services in Schools, 26(1), 11-20.
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Erickson, K. A., Koppenhaver, D. A., Yoder, D. E., & Nance, J. (1997). Integrated communication and literacy instruction for a child with multiple disabilities. Focus on Autism and Other Developmental Disabilities, 12(3), 142-150.
..
Katims, D. S. (2000). Literacy instruction for people with mental retardation: Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35(1), 3-15.
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Kliewer, C. (1998). Citizenship in the literate community: An ethnography of children with Down syndrome and the written word. Exceptional Children, 64(2), 167-180.
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Kliewer, C., & Biklen, D. (2001). "School's not really a place for reading": A research synthesis of the literate lives of students with severe disabilities. JASH, 26(1), 1-12.
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Kliewer, C., Fitzgerald, L. M., Meyer-Mork, J., & Hartman, P. (2004). Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. Harvard Educational Review, 74(4), 373-401.
..
Koppenhaver, D. A., Coleman, P. P., Kalman, S. L., & Yoder, D. E. (1991). The implications of emergent literacy research for children with developmental disabilities. American Journal of Speech-Language Pathology, 1(1), 38-44.
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Patzer, C. E., & Pettegrew, B. S. (1996). Finding a "voice": Primary students with developmental disabilities express personal meanings through writing. Teaching Exceptional Children, 29(2), 22-27.
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Recommended Readings for June 28:
Beck, J. (2002). Emerging literacy through assistive technology. Teaching Exceptional Children, 35(2), 44-48.
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Koppenhaver, D. A. (2000). Literacy in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16(4), 270-279.
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Rabidoux, P. C., & MacDonald, J. D. (2000). An interactive taxonomy of mothers and children during storybook interactions [Electronic version]. American Journal of Speech-Language Pathology, 9, 331-344.
Related Web sites

from Educational Leadership: Perspectives: Literacy—The Pressure Is On

The Literacy Development Council for Newfoundland & Labrador has another interesting perspective on literacy

The National Institute for Literacy has an interesting definition of literacy

The National Institute for Literacy also has a glossary of terms realted to literacy: http://www.nifl.gov/partnershipforreading/glossary/glossary.html

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Home Courses Handouts Vision Vita e-mail me

Return to top Julia Scherba de Valenzuela, Ph.D.
Last updated: June 19, 2007

4:20-4:30	Quick questions and quandaries. Announcements: Don't forget to turn in your LAST summary! Final papers are due in class on Friday. We will not accept late papers, unless you have an emergency. In that case, contact us as soon as possible and we will assign you an incomnplete. The emergency does need to fall within university guidelines for incompletes. Final papers can be picked up in Julia’s office (by appt. or during drop-in office hours) until end of Fall 2007. Check her web site for Fall office hours. Important information about tomorrow’s class...
4:30-4:50	Small group activity: Share, compare, and contrast the literacy definitions you brought to class. Decide which to present to the class as a whole and what their implications for teaching students with intensive communication needs might be.
4:50-5:10	Report out
5:10-5:20	Quick write: Considering the students you typically work with (or have worked with or would like to work with), what aspects of literacy are most important to you and how would you define "literacy" for/with them?
5:20-6:15	Interactive presentation: literacy
6:15-6:20	Minute paper: What was the most important concept you learned in class today? What was the muddiest part of the class?

1)	What has been the prevailing belief regarding older individuals with severe disabilities and academic and literacy activities?
2)	What are some common features of effective literacy programs for adolescents and adults with severe disabilities?
3)	What are some examples of age-appropriate materials that address a range of literacy skills?
4)	How do activities like book clubs and theatre serve in facilitating literacy skills for older individuals with severe disabilities?
5)	Now that you've read this chapter: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?

1)	Do these authors seem to define literacy differently from Beukelman & Mirenda?
2)	How does the model they present fit in with the other models we've been studying?
3)	Remember the reference in class to Bronfenbrenner's ecological last Monday? How does that relate to this article?
4)	What additional rationales for working on literacy with students with SSPI do these authors present?
5)	What additional strategies for enhancing literacy do they present?
6)	Now that you've read this article: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?

1)	How do these authors seem to be defining literacy?
2)	Why do they seem to feel that it is important to work on developing literacy for students with SSPI?
3)	What is SSPI?
4)	What are some strategies for facilitating the development of literacy in students with SSPI that seem to resonate with you?
5)	Now that you've read this chapter: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?

1)	Name some ways in which AAC systems or devices can facilitate literacy development for people with severe disabilities?
2)	What are the features of the SETT framework?
3)	What is considered to be balanced literacy instruction?
4)	How do the case studies compare to your experiences as an educator of students with severe disabilities?
5)	Now that you've read this chapter: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?