Teaching Literacy to Students With Significant Disabilities: Strategies for the K-12 Inclusive Classroom / Edition 1

Paperback (Print)
Rent
Rent from BN.com
$13.40
(Save 62%)
Est. Return Date: 09/27/2014
Used and New from Other Sellers
Used and New from Other Sellers
from $17.80
Usually ships in 1-2 business days
(Save 49%)
Other sellers (Paperback)
  • All (10) from $17.80   
  • New (5) from $28.79   
  • Used (5) from $17.80   

Overview

Break down the barriers to successful literacy instruction and empower students with special needs with these insightful tips, tools, and examples.

Read More Show Less

Editorial Reviews

From the foreword by Douglas Fisher
“Literacy is power—power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.”
Douglas Fisher
“Literacy is power—power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.”
Read More Show Less

Product Details

  • ISBN-13: 9780761988793
  • Publisher: SAGE Publications
  • Publication date: 4/28/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 192
  • Sales rank: 682,403
  • Product dimensions: 7.06 (w) x 10.04 (h) x 0.50 (d)

Meet the Author

June E. Downing is Professor Emerita of Special Education at California State University, Northridge, and prior to that was at the University of Arizona in Tucson, where she did research and prepared teachers to work in the area of moderate, severe, and multiple disabilities. She is a national leader in the field of special education that targets the needs of students with severe disabilities, especially with regard to inclusive education. She has published numerous articles, chapters, monographs, and seven books on students having severe and multiple disabilities. She served for six years on the Executive Board of TASH, an international advocacy organization for individuals with severe disabilities, and was a past president of the California Chapter of this organization—Cal TASH as well as AZTASH. She has served as an associate editor of Research and Practices for Persons With Severe Disabilities and currently serves on this board as well as several other professional editorial boards. She is presently serving as an educational consultant, traveling extensively in the United States and abroad to do presentations on various subjects.

Read More Show Less

Table of Contents

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

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)