Teaching literacy to students with significant disabilities : strategies for the K-12 inclusive classroom

著者

    • Downing, June

書誌事項

Teaching literacy to students with significant disabilities : strategies for the K-12 inclusive classroom

June E. Downing

Corwin Press, c2005

  • : pbk.

大学図書館所蔵 件 / 全8件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 139-150) and index

内容説明・目次

内容説明

Break down literacy barriers to enrich the lives of students with significant disabilities! All educators and family members would agree that depriving any student of the enhanced self-esteem, independence, social skills, and general quality of life afforded by literacy would be wrong. However, because of the particular challenges-perceived or otherwise-of providing literacy instruction to children and youth with significant disabilities, these students are often overlooked in receiving meaningful experiences and equal access to this aspect of the core curriculum. Teaching Literacy to Students With Significant Disabilities offers tangible support for obliterating the obstacles to effective literacy instruction, including: Effective strategies for tailoring literacy materials to students with disabilities Tactics for adapting state standards and meeting No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) requirements Straightforward chapter summaries, frequently asked questions, Web sites, and other resources that reinforce key points Easy-to-implement planning and assessment guidelines Brimming with practical ideas, tips, and examples, this definitive guide offers K-12 educators the research findings and means for creating an inclusive environment that encourages students with significant disabilities to become actively engaged in literacy learning. It empowers teachers, family members, and all team members with creative, sensitive, and all-embracing ways to successfully set and meet realistic communication-development goals that yield lifelong benefits.

目次

Foreword - Douglas Fisher Acknowledgments Introduction About the Author 1. Literacy and a Free Appropriate Public Education Key Concepts What Is Literacy? Literacy and Federal Mandates in Education Barriers to Literacy Instruction for Students With Significant Disabilities Attitudinal Barrier Low Expectations Limited Opportunities Limited Means of Accessing Literacy Limited Time The Age Factor Literacy and Quality of Life Issues Self-Esteem Self-Determination Independence Information Gathering Organization Learning Entertainment Why Teach Reading to Students With Severe Disabilities? 2. Literacy and Communication Key Concepts The Relationship Between Communication and Literacy Building Relationships Reading Together The Benefits of Play Interactions Emergent Literacy for Students of All Ages Augmentative and Alternative Communication Devices Building Shared Experiences for Literacy Development Documentation of Shared Experiences Drawings Photograph Books Tactile Books Summary Frequently Asked Questions 3. Planning Literacy Activities Key Concepts General Considerations Literacy Rich Environments Benefits of Learning in a General Education Classroom Access to the Core Curriculum Not Just Physical Presence Identifying Literacy Goals What Are the Literacy Goals of the Individual and the Family? Determining Present Literacy Skills Analyzing the Environment and the Need for Literacy Skills Identifying When Literacy Skills Can be Taught Throughout the Day Creating Literacy-Learning Opportunities for All Ages Integrated Related Services Developing Literacy Materials for Individual Students Age Appropriateness Individual Consuderations Physical Considerations Visual Considerations Cultural Considerations Interesting Material High Quality Assistive Technology Computer Access Summary Frequently Asked Questions 4. Teaching Literacy Skills Key Concepts Concerns With Some Past Practices General Considerations When Teaching Literacy Skills Offering Choices Following Interest Level Providing Opportunities Make Accessible On the Spot Accommodations Meaningful Literacy Experiences The Use of a Daily Planner Within Task Directions Self-Monitoring Checklists Language Experience Stories Interactive and Fun Clear Literacy Goals in Mind Drawing Attention to Conventional Literacy Balanced Literacy Approach Specific Instructional Strategies Draw Attention to the Stimulus and Shape the Response Model the Behaviors of Reading and Writing Check for Comprehension Wait for a Response Provide Corrective Feedback and Praise Fade Instructional Support Teaching Generalization of Skills Summary Frequently Asked Questions 5. Evaluating Progress: Next Steps Key Concepts Alternative Assessments Interview Observations Review of Past Records The Link to IEP Goals and State Standards Adapting State Standards on Literacy Developing Appropriate IEP Goals and Objectives Passive Versus Active IEP Goals and Objectives Standard Linked IEP Objectives Procedures for Measuring Student Progress Data Collection Easy to Use Forms Portfolio Assessment Using Data for Instructional Purposed Determining Next Steps Review Literacy Goals Raise Expectations What Are the Logical Next Steps? Summary 6. The Future for Literacy Access and Instruction Key Concepts Improved Strategies to Support Literacy Goals Strengthening Early Intervention Services Future Advances in Technology Bridging the Research-to-Practice Gap Impact on Personnel Preparation Impact on Quality of Life Resources Glossary References List of Tables List of Figures Index

「Nielsen BookData」 より

詳細情報

ページトップへ