Exploring and Using the new foundations of Education (3rd edition) Connection Chapters to promote Literacy Instruction Dr. Dawn Anderson from Western Michigan University Dr. Kim Zebehazy from University of British Columbia

Hot Topics in education Social-Emotional Learning Hot Topics in education Motivation Self-Regulated Learning RTI Inclusion Access Motivation social emotional learning self-regulated learning RRI continues to develop Access Inclusion

Goal- vision professionals can have the same conversation

Part 2: Connecting to the Broader Context Major topics of broader educational, social and psychological knowledge base Broad and up to date overview of a knowledge area Many are connected to other chapters Current research, theory and practice Apply information to bring effective decision making and effective interventions with students with visual impairments We could do a demo of the audio if you like this one

Chapters 11-20 General Education Theory Motivation Augmentative and Alternative Communication Consultation and Collaboration Rural Education Behavioral & Instructional Support Research Transition Planning Problem Solving & Critical Thinking Social & Emotional Learning

TCVI’s have so many skills to develop! Personnel Prep is jammed with content already! And now we need to add theory, research and rural education? Teaching is grounded in solid theory Leads to improved outcomes Can make your job easier Not necessarily adding more, but re-thinking approach Graphic literacy, arrow for behavior , dashed arrows for other chapters- takes creativity little definition, then go back.

LITERACY Motivation Social Emotional Learning Problem Solving and Critical Thinking Behavioral and Instructional Supports Research General Education theory LITERACY Augmentative and Alternative Communication Consultation and Collaboration Transition Planning Rural Education

Tiered models of behavioral and instructional support Key Points Literacy Behavioral supports Positive Behavioral Interventions Tiered interventions RTI Comprehensive integrated 3-tiered models Tier 1- Primary Prevention for all Develop the behaviors and skills necessary to facilitate academic instruction Tier 2- Secondary Prevention for Some Dynamic Indicators of Basic Early Literacy (DIBELS), Student Risk Screening Scale (SRSS) Tier 3- Tertiary Prevention for a Few Functional assessment based interventions and wraparound services

Problem Solving and Critical thinking Key Points Literacy Strategies for developing problem solving and critical thinking will impact students’ ability to predict, self-monitor (metacognition), self- evaluate, and analyze texts Specifically thinking how to provide opportunities to develop problem-solving within literacy lessons helps to develop the expectation and send the message to students that they can figure things out. Added bonus is that problem solving and critical thinking will impact all areas of the core and expanded core! Executive functioning Steps to problem solving Critical thinking Higher order processes Theories of developing critical thinking Meditated learning Questioning and other strategies to promote thinking

Motivation and Social Emotional Learning Key Points Literacy Interest in reading is connected to motivation! Providing early, on-going, and fun reading opportunities can enhance experience and interest Braille and large print in the environment from birth forward provides the foundational motivation for reading Understanding the perspective of others (e.g., empathy) and self-awareness enhances comprehension when listening to or reading stories Others? Intrinsic and Extrinsic Motivation Self-Theories and Achievement Self-Determination Motivation, Culture and Disabilities Managing emotions Self-awareness and management Social Awareness and Relationship skills Responsible decision making Empathy

Applying general education theory and Consultation and Collaboration Key Points Literacy History of learning theory Developments in educational theory neuro-psychology/cognitive psychology distributed learning Applying theory to practice Service delivery models Frameworks for effective consultation Direct vs. consultative services Child centered and data-driven decisions Understanding how learners interact with literacy and the educational environment can direct instruction Collaboration is key to effective literacy programs- the whole team on board! Child centered and data driven decisions is critical. How are the child’s needs integrated into the literacy instruction, and how is data used to move the child forward? Others?

Research and Rural Education Literacy Key Points Understanding how learners interact with literacy and the educational environment can direct instruction Collaboration is key to effective literacy programs- the whole team on board! Child centered and data driven decisions is critical. How are the child’s needs integrated into the literacy instruction, and how is data used to move the child forward? Creative problem-solving for consistent on-going literacy instruction for students with visual impairments in rural areas Others? Identifying high-quality research Quick reference for readers of articles Finding relevant research Parts of a research report and understanding each part Challenges faced by rural schools Teaching in rural schools and community engagement Possibilities for rural schools

Transition Planning for young adults with disabilities and Augmentative and Alternative Communication Key Points Literacy Considering what is needed in literacy to support job skills, community participation and independence after high school. Communication comes before literacy and brainstorming ways to apply a student’s AAC techniques to literacy instruction AAC directly informs all literacy instruction for those students! Others? Components of transition and transition planning Sustained independence and community participation Bridges model Career development Transition models AAC techniques AAC and students with significant visual impairments- methods and options

Chapters in FOE3 that address Literacy Volume II Instructional Strategies for Teaching Children and Youth with Visual Impairments Ch. 3 Assessment Techniques Ch. 5 Moving from Assessment to Instruction Ch. 7 Supporting Differentiated Instruction and Inclusion in General Education Ch. 12 Literacy Skills Perhaps some of the screen shots are from these chapters or you can add the ones you included. Are there others you found that connect

On-line resources for foundations

On-line Resources for Foundations

on-line resources for foundations

Let’s Apply it! General Education Theory Motivation Augmentative and Alternative Communication Consultation and Collaboration Rural Education Behavioral & Instructional Support Research Transition Planning Problem Solving & Critical Thinking Social & Emotional Learning

dawn.l.anderson@wmich.edu kim.zebehaz@ubc.ca Thank You! dawn.l.anderson@wmich.edu kim.zebehaz@ubc.ca