1. Comprehensive Literacy for Students with Disabilities
Have this slide up when participants arrive.
WELCOME !!!
Literacy in AAC

2. What’s Happening? Overview of our four days Expectations Agenda Lunch
Concerns/Questions
Literacy in AAC

3. Participant Responsibilities
Honor the quiet signal
Turn off phones/computers
Listen respectfully
Participate actively
Paula
Facilitator Notes:
Facilitator may want to adjust expectations according to presentation style.
May want to include facilitator responsibilities:
Start on time
Well prepared
Respectful of other opinions
Enthusiastic
Literacy in AAC

4. Facilitator Responsibilities Providing a Brain Based Environment
Absence of threat
Collaboration
Enriched environment
Choice
Paula
Facilitator Notes:
Providing A Brain Based Environment:
Absence of threat-daily agenda, anticipation guides
Collaboration-networking, cooperative learning structures
Choice-different ways to learn information
Enriched environment-posters, music, resources, hands-on activities
Adequate time-to process information, practice, talk with others
Meaningful content-emphasize key points, real-world application
Feedback-journal writing, guided practice, discussions
Adequate time
Meaningful content
Feedback
Literacy in AAC

5. Change in Practice
Each participant will develop his or her own Change in Practice Plan after completing the training modules.
The Change in Practice Plan:
begins with what you already know
details the aspects of literacy assessment and teaching that you plan to change as a result of the training
lists resources required
specifies how the effects of this change will be documented and measured
SAY:
One important outcome of this course will be the development of your own Change in Practice Plan. This plan will be based on the knowledge and skills you came here with and the new knowledge and skills you acquire as a result of the training. It will also help you by providing a framework for identifying the resources you’ll require to make the changes and the measures you’ll use to monitor your own implementation of those changes.
We’ll start during this module by asking you to record the instructional strategies and approaches you currently use to address the areas we will address in the training. In your participant resource guide, you’ll find the Current Practice Recording form you’ll need to complete now. It lists the major areas of instructional focus to be addressed in this training and asks you to record the instructional practices you already use to address those areas. Please take out that form and complete it now. Again, you can work with others if you’d like.
PRESENTER:
Give the group 10 minutes to work on this. You may choose to collect these and the Self-Assessments to photocopy for use as pretest measures of the effectiveness of the training.
CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE.
Literacy in AAC

6. Define it… Comprehensive… Literacy… broad in scope
covering completely or broadly : inclusive
Literacy…
the ability to read and write
the ability to use language effectively
Lets look at our workshop title…comprehensive literacy…what a mouthful. What does it mean…let’s define the terms…(shout out ideas and record) Discuss as go along
Then say…
Literacy may be regarded in a myriad of ways. Some perspectives of literacy are broad and inclusive in nature, while others are more rigidly defined and exclusive. For example, a strict adherence to the traditional view of literacy as reading print automatically excludes certain students for whom such a skill may never be attained. One might conclude, therefore, that literacy would not be appropriate for such students. It is our hope with our time together that we can reexamine the definition of literacy and offer a broader definition of literacy so that it is most certainly appropriate for all students.
Literacy in AAC

7. A Bit of History… Karen Erickson, Ph.D.
Center for Literacy and Disability Studies, UNC
Brief background of how we got to today…
Dr. Karen Erickson-Literacy in ACC seminars in Gainesville supported by CARD
Grass roots initiative around the state
Several center schools having great success
Pensacola just bought curriculum for every teacher plus two days of training
We are supporting our region and our districts
Gretchen Everhardt began initiative 4 years ago
Leon…4 teachers trained and implementing
Literacy in AAC

8. Pasco Wikispace Vodcasts Website links Connect SPRINGS Miccosukee PAEC
CARD Summer Institutes
Dr. Karen Erickson
Center for Literacy Studies
UNC-Chapel Hill
FDLRS Technology Coordinating
Unit (ATEN)
Wikispace
Vodcasts
Website links
Connect
Pasco
SPRINGS Miccosukee
PAEC
WESTGATE

10. Use article from Teaching Literacy to Students With Significant Disabilities and the Barriers to literacy instruction by downing article.
1 sheet of paper at each table. (6 in a group)…3 share on one article…3 on the other….Share out.
15 minutes.
Think-Write-Share
Literacy in AAC

11. Important Conclusions of Literacy Research…
The process of learning to read and write is a continuum that begins at birth and perhaps before
Emergent literacy behaviors are fleeting and variable depending on text, task, and environment
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Literacy in AAC

12. Important Conclusions of Literacy Research…
Children learn written language through active engagement with their world.
Reading, writing, speaking (augmented communicating), and listening abilities develop concurrently and are interrelated rather than sequentially developed.
Look at what they are doing right and increase it.
The function of print is so much more important than the form of it. Form = skills
They have to have time to practice it and see how it relates to what they are doing…do they understand the purpose of the task?
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Literacy in AAC

13. Important Conclusions of Literacy Research…
Technologies, media, and materials can dramatically impact emergent literacy demonstrations.
The functions of print are as integral to literacy as the forms
Written language activities and experiences should not be withheld while speech, language, motor, or other skill(s) developing to an arbitrary prerequisite level.
Technology note//// “If you use motor demands 1st, it is too difficult along with cognitive and expressive demands. Use assistive tech 1st and then the motor will naturally follows.
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Literacy in AAC

14. Beliefs… Literacy is for everyone and has many different forms
Federal mandates support literacy for everyone
Several barriers can be overcome concerning literacy instruction for students with severe disabilities
Literacy skills enhance ones quality of life in many ways.
Literacy instruction is as important for students with significant disabilities as it is for everyone else
Some beliefs we all must have in place if our children are to be successful…
Research tells us that all children can learn. However, students with disabilities may experience challenges in developing literacy skills. Recognizing the importance and necessity for accommodating students’ various needs begins to meet the challenge of providing an appropriate and quality educational program for all students. Whether or not a child will achieve the ability to read and write in traditional ways is not the question. Our role as educators is not only to teach children the ability to read but to instill the “DESIRE”.
Being exposed and formally introduced to print will enhance the development of the child socially, create communication opportunities, and provide a foundation for cognitive learning. This is critical for life-long success. There is much to be learned when striving to achieve “Literacy for All”. We are asking you to join us and take the “LEAP” !!!
Literacy in AAC

15. Written Language Development
Emergent Oral and
Written Language Development
We want to discuss the connection between oral and written language and how it is “always the right time” in a learner’s life to develop language, communication and literacy skills.
Literacy in AAC

16. Again, a little history…
National Early Literacy Panel (NELP)

17. Refer to pyramid if comfy…doc camera
Another view of this… our wheel of life
Instruction can target each of the processors individually, but there must be ongoing opportunities to practice using them in an integrated manner.
They are developed concurrently and interrelated rather than sequentially developing.
All (4) (name them) interact with each other and we can’t predict which one will drive the literacy learning
Expressive can create the receptive
A kid scribbles…”oh boy” you are telling me what?
More you engage in these the others develop as well
Literacy in AAC

19. Two Views… Readiness/Mastery View
Literacy is learned in a predetermined, sequential manner that is linear, additive, and unitary
Literacy learning is school-based
Literacy learning requires mastery of certain pre-requisite skills
Some children will never
learn to read
Current/Emergent View
Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking,
reading, and writing)
Literacy is a process that begins at birth and perhaps before
Literacy abilities/skills develop concurrently and interrelatedly
All children can learn to use print meaningfully
Talking more about literacy…
Two views of literacy learning
Readiness/Mastery view…teaching skills in an order and one must be mastered to fluency (repeated trials) before you move on
+ for younger kids - for older kids
a low expectation approach predicated on the fact that students can’t learn or have intentional thoughts of their own
Even mastery doesn’t guarantee literacy
Literacy based view of learning,
Takes a broader view in considering both reading and writing
It attempts to understand literacy development from the child’s perspective.
All attempts at early literacy are seen as legitimate and part of a continuum.
It looks at literacy as not just a cognitive process, but also a social, psychological, and linguistic process.
4 important conclusions can be drawn from research in emergent literacy
Not only at school, it happens daily with experiences
functionality does fit in…
uses words and communication
Group vrs. Individual activities
cognitive engagement
higher expectations
Shift to being teachers versus program managers that manage skills – no cognitive activity here.
Emergent View where we teach to generalize skills across environments and that skills can not be taught in isolation
Emergent literacy behaviors are fleeting and variable, depending on text, task, and environment. In other words…inconsistent)
Children learn written language through active engagement with their world.
Technologies, media and materials can dramatically impact emergent literacy demonstrations .
Koppenhaver, Coleman, Kalman, Yoder. The Implications of Emergent Literacy Research for Children With Developmental Disabilities.
Literacy in AAC

20. Typical Literacy Development
Emergent Literacy
Early Conventional Literacy
Provides a structure for understanding where our students are in literacy development
Helps us identify appropriate goals & activities

21. Recognizing what we do with typically developing children to support emergent literacy development
Conditions of Literacy Learning (Cambourne, 1993, 2003)
High expectations
Active engagement: Freedom to experiment & in order to become problem-solvers
Attribute meaning to ALL attempts
Foster rich social interactions – lots of TALK & fun!
Approximations/errors are accepted & celebrated
Loads of models- 24/7 immersion
More knowledgeable other

22. “Nobody is TOO anything...”
In Summary...
Consider typical literacy development... emergent literacy...conventional literacy...
Support use of communication devices during reading & writing
Call your student a communicator, a writer & a reader
Give students opportunities to experiment
Celebrate & attribute meaning to attempts
Observe for changes over time: they CAN do it
“Nobody is TOO anything...”

23. FRAMEWORK http://www.four-blocks.com/
Just as is represented by the four blocks displayed here, the four block framework recognizes four distinct components of literacy instruction that must be addressed each day.
Addressing each block allows you as a teacher to revisit and respect the key elements of student learning:
Next slide
Children are different in the way they learn SO…………….. to
Children enter the classroom at varying language and literacy levels SO….
Children have different personalities and needs SO……
It is highly recommended that 30 minutes of each day be spent actively engaged in instruction and learning in each of these blocks.
The website referenced takes you to a review of the blocks.
Literacy in AAC
Marion County Exceptional Student Education Department 23

24. RESEARCH
Four Blocks Literacy Model Website:
Pat & Dottie’sWebsite:
Children with Disabilities: Reading & Writing the Four-Blocks Way by Karen Erickson & David Koppenhaver
Four Blocks Literacy Model Website:
Pat & Dottie’sWebsite:
Children with Disabilities: Reading & Writing the Four-Blocks Way by Karen Erickson & David Koppenhaver
Refer to:
Cunningham, pages 184 to 190
References, page 191 note work of Richard Allington, Donald Graves and Lucy Calkins to mention a few.
Erickson and Copenhaver, Page 134.
Literacy in AAC
Marion County Exceptional Student Education Department 24

25. PHILOSOPHY
Children are different in the way they learn, so several different approaches are incorporated daily into reading/writing instruction.
Children enter our classes at varying language & literacy levels, so each instructional block is as multi-level as possible.
Children have different personalities/needs, so substantial instructional support is provided to students who struggle and who need challenge.
If you refer to page 3 in the Cunningham book, you will find the heart of the 4-Block Philosophy.
Let me read to you the first sentence in the introduction. This philosophy almost reminds me of IF…..THEN statements, refer to bullets on slide.
We know that no one instructional strategy is effective for all students.
Teachers are already doing things that work – but need a framework within which to continue doing them, and to add new strategies.
With a balanced (comprehensive) approach, children will receive instruction ina ll the components that are required for literacy instruction.
Literacy in AAC
Marion County Exceptional Student Education Department 25

26. Children With Disabilities: Reading & Writing the Four Blocks Way Developed by Karen Erickson & David Koppenhaver
Implemented at the Center for Literacy & Disability Studies, University of North Carolina at Chapel Hill
Students with Communication Disorders
Students with Moderate – Severe Cognitive Impairments
Students with Learning Disabilities
Enter Karen Erickson and David Koppenhaver. Overview goes through page 40. As was done with Cunningham’s work, we are going to address highlights only for now.
Flip back to the third slide in this presentation. I ask you, who knows more about the 4-Block Framework Philosophy than any teacher sitting in this room?
Refer to the third paragraph on page 6. I don’t know about you, but I am a product of the Whole Language VS Direct Instruction Wars of the 1990s. This paragraph speaks to my heart. READ IT.
Read on. This is what we are going to be about for the next 3 meetings together and the FOLLOW UP to which you will be invited next fall. Encourage you to take the time to read and reflect on these pages before our next session on March 24th.
Literacy in AAC
Marion County Exceptional Student Education Department 26

27. Adapting the Four Block Model for Students with Disabilities
Disability type or label does not provide instructional information
Consider the areas of significant difference:
Communication
Cognition
Physical abilities
Senses (vision/hearing)
Affect
Attention
There are 6 general areas where children with disabilities often differ in significant ways from their classmates. These differences are significant because they impact the relative success or difficulty that children experience while participating in literacy activities. As educators, we find that these areas of potential difference are more informative to instructional planning than the label assigned to characterize a student’s type of disability (SLD etc).
Do you know the saying, MORE ALIKE THAN DIFFERENT? (story from a supervisor from another county) This was never more forcefully driven home to me than on the first day I stood in front of my 200 MH teachers who basically had me for lunch telling me what their kids could do, couldn’t do, and NEEDED. Guess what, it was the same thing that my 300 SLD teachers were saying and it was the same thing I was hearing as I participated in elementary curriculum meetings.
All students need quality, effective, evidence based literacy instruction.
There is no LD, MH, Autistic or whatever reading instruction.
Good reading instruction is good reading instruction
Our mission as teachers of students with disabilities is to apply the adaptations needed to evidence based instruction to make it accessible to the students we represent.
End of Soap Box.
Literacy in AAC
Marion County Exceptional Student Education Department 27

28. Adapting the Four Block Model for Students with Disabilities
Adapt only in the areas of need.
Try to develop adaptations that do not
significantly change the objective of the activity.
Multi-level materials are available in
each block.
Use assistive technology as a tool
to support students in Four Block activities.
So, how do we do this? Refer to bullets on the slide. Peggy…look at book for ideas
Literacy in AAC
Marion County Exceptional Student Education Department 28

29. So…let’s go explore our blocks!!
Break?
Literacy in AAC

30. Assumptions / Conditions for Learning
All learners have a means of communication & interaction.
Teachers hold the expectation that their students can learn.
Learning is supported across environments.
Teachers engage in ongoing reflection and problem solving.
Learners are cognitively engaged and supported in achieving cognitive clarity.
Learners are presented with instruction that is intrinsically motivating.
Learners have a personal connection with the curriculum.
Comprehensive instruction is offered every day (repetition with variety) to help students move beyond skill acquisition to application.
SAY:
These assumptions will be discussed briefly here in Module 1, and we will return to them throughout the remaining modules.
CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE
Literacy in AAC