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Adapting Literacy Learning Practices for Young Children with Disabilities Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute.

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Presentation on theme: "Adapting Literacy Learning Practices for Young Children with Disabilities Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute."— Presentation transcript:

1 Adapting Literacy Learning Practices for Young Children with Disabilities Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, NC Presentation made at the 2008 OSEP National Early Childhood Conference, Washington DC, December 8, 2008

2 The Center for Early Literacy Learning (CELL) is a collaboration among the: Orelena Hawks Puckett Institute Asheville and Morganton, NC American Institutes for Research Washington, DC PACER Center Bloomington, MN UCONN Center for Excellence in Disabilities Farmington, CT

3 CELL Aims Synthesize research evidence to identify effective early literacy learning practices and interventions Develop evidence-based practices from the findings of the research syntheses Implement and evaluate the use of evidence-based practice guides Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices

4 Purposes of Presentation To describe the CELL: The domains of preliteracy learning Key components of the CELL early literacy learning intervention model CELL universal practice guides Adaptation model for developing early literacy practice guides Provide examples of practice guides with adaptations

5 Conceptualization Define the domains of pre-literacy, emergent literacy, and early literacy development constituting the focus of CELL Define the key components of the CELL early literacy learning intervention model

6 a Domains of Early Literacy Learning a Speech Processing Skills Oral Language Phonological Awareness Listening Comprehension Print-Related Skills Print Awareness Written Language Alphabet Knowledge Text Comprehension Adapted from A. van Kleeck (1998). Pre-literacy domains and stages. Journal of Childrens Communication Development, 20, 33-51. a

7 Everyday Literacy Activities Responsive Teaching Early Literacy Learning Outcomes Components of CELL Early Literacy Learning Model Literacy-Rich Environments Child Interests

8 All children, with and without disabilities, have interests and preferences that are the foundations for learning. A childs interests-based learning forms the basis of CELL early literacy practices.

9 Interest-Based Learning Two types of interests influence early literacy learning and development: Personal interests Situational interests

10 Interest-Based Mastery Cycle Exploration and Mastery Interests Engagement Competence Literacy Learning Activities

11 Everyday Literacy Activities Everyday literacy activities provide young children the experiences and opportunities that are the contexts for meaningful and functional child early literacy learning and development, and mutually beneficial parent/child interactions, strengthening both child and parent competence and confidence.

12 Examples of Everyday Literacy Learning Activities Playing with alphabet stamps Writing with chalk on the sidewalk Listening to bedtime stories Playing lap games Saying nursery rhymes Pretend telephone conversations Making a shopping list Singing songs Looking at store flyers

13 Responsive Teaching Strategy Engage the child in interest-based everyday literacy learning activities Respond to child literacy behavior to maintain engagement in the activities Support child behavior and elaborate on child responses

14 Evidence-Based Practice Guides CELL practices (paper, DVDs, PPP, etc.) are prepared in a manner that provides end-users (practitioners and parents) information about four elements of practice: What is the practice? What does the practice look like? How do you do the practice? How do you know the practice worked?

15 Practice Guide Hierarchy Universal Practice Guides Practice Guides with Adaptations Specialized Practice Guides

16 CELL Practice Guides All CELL practice guides include four how to elements and real life examples of the practices being implemented by parents or practitioners.

17 Examples of Universal Practice Guides Linguistic Processing Skills Phonological Awareness Finger Plays and Action Rhymes Sound Advice Oral Language Babble On Talk is Fun Listening Comprehension Time to Rhyme Hear This Print-Related Skills Print Awareness One for the Books First ABC Books Written Language Scribble Get Write on It! Alphabet Knowledge Stamps of Approval Exploring Magazines and Catalogs Text Comprehension Read It Again! Tuning Into Tales



20 Practice Guides with Adaptations Adaptations ensure that children with disabilities: Can engage in interest-based early literacy learning activities Can master early literacy learning skills Can become competent in early literacy behaviors Adaptations offer just enough assistance so that children with disabilities participate in literacy learning activities in order to master new skills and behaviors as do children without disabilities.

21 Adaptation Continuum Adapt Environment Adapt Activity Adapt Materials Adapt Instruction Provide Assistance Source: Caras Kit, Milbourne & Campbell, 2007

22 Adaptations Adaptations include adjustments, changes, or modifications to the environment, activities, materials, or interactions that support or enhance childrens participation in everyday early literacy learning activities.

23 Environmental Adaptations Changes or modifications to the physical environment or the addition of selected equipment. Examples Rearrange furniture for easy wheelchair access to the book shelf Make a quiet place to support a child who is trying to focus on his/her favorite book Provide a child a slant board when he/she is coloring

24 Adaptations to Activities Changes or modifications to the learning activity to enhance the childs participation. Examples Let the child use his finger to paint instead of using a paint brush that is hard for him to hold Let the child use finger puppets as part of telling a story Tape paper to the table to provide more stability while the child is coloring Let a restless child pick a book she likes to read even if it is in the middle of another story

25 Adaptations to Materials Changes or modifications to the materials used in an activity to enhance childrens participation. Examples Use foam to thicken pencils to make them easier to hold Provide visual cues on a recipe so the child can follow the steps even if she cannot read Provide a switch interface so the child can turn a tape recorder on and off to listen to songs or stories Place knobs on an alphabetical puzzle to help a child place the pieces in or out

26 Instructional Adaptations Changes or modifications to the instructions or requirements of the activity to support the childs participation. Examples Shorten the length of time a child participates in drawing so he doesnt lose interest Allow a child to stand instead of sit while listening to a story Allow a child to use a picture board to answer questions about the story Provide extra time for a child with some mild fine motor challenges to finish writing her name

27 Providing Assistance Adult provides the child direct assistance to accomplish the activity. Examples Adult guides the childs hand when drawing a picture Adult takes the childs hand to point to the object the child is trying to identify

28 Practice Guides with Adaptations All…Write Practice Guide for Scribbling and Writing

29 All…Write Vignette

30 Practice Guides with Adaptations Do…Tell Practice Guide for Book Reading and Storytelling

31 Do…Tell Vignette

32 Next Steps Have Practice Guides with Adaptations reviewed by experts in early childhood special education and related fields Gather feedback from parents and practitioners who have used the Practice Guides with Adaptations Make modifications to Practice Guides with Adaptations based on feedback from experts, practitioners, and parents Develop Specialized Practice Guides

33 For more information and Practice Guides go to the Center for Early Literacy Learning

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