Including students with severe disabilities in mainstream classrooms has become more and more common. These severe disabilities include both physical and intellectual, and the Downing project tackles the most common subject area for inclusion - literacy. Covering a wide age spectrum the author looks at: - accessing the general curriculum; - literary activities; - parental involvement; - pre- and post-assessment; - IEPs; - peer support; - school-wide approaches; - evaluation and grading; - goal-setting. The project also includes very practitioner-oriented pedagogy, including Frequently Asked…mehr
Including students with severe disabilities in mainstream classrooms has become more and more common. These severe disabilities include both physical and intellectual, and the Downing project tackles the most common subject area for inclusion - literacy. Covering a wide age spectrum the author looks at: - accessing the general curriculum; - literary activities; - parental involvement; - pre- and post-assessment; - IEPs; - peer support; - school-wide approaches; - evaluation and grading; - goal-setting. The project also includes very practitioner-oriented pedagogy, including Frequently Asked Questions, chapter by chapter references, bibliography with short summaries, and relevant websites. June Downing is a Professor at California State University, Northridge, where she prepares teachers to work in the area of moderate/severe disabilities. She has been the project director of numerous federally-funded projects to train teachers. For the past 16 years, her focus in teacher preparation has been in the area of inclusive education. After receiving her BA in Sociology from the University of Colorado in Boulder, Dr. Downing went on to pursue her training at the University of Northern Colorado where she earned an MA in special education with an emphasis in visual impairments. Her Ph.D. in special education with an emphasis in severe and multiple disabilities, including sensory impairments, is from the University of Arizona. She is currently on the editorial board of The Journal of the Association for Persons with Severe Handicaps and Augmentative and Alternative Communication and has published numerous articles, monographs, training modules, and book chapters in her areas of expertise.
June Downing is one of the leading experts in the area of moderate to severe disabilities, and consults extensively in California and nationally. She is author of the leading textbook in the area (Including Students With Severe and Multiple Disabilities in Typical Classrooms, 2nd edition, 2002, Paul H. Brookes Publishing), and has a long list of professional accolades and awards, including: * Outstanding Professor, California State University-Northridge, 2000 * Journal of the Association for the Severely Handicapped, Distinguished Reviewer of the Year 2001 * Practitioner Research Award, Mental Retardation and Developmental Disabilities division of CEC, 1999 * Executive Board Member, The Association for the Severely Handicapped * President, California TASH
Inhaltsangabe
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
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
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