Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities

Erickson, Karen A.; Koppenhaver, David A.; Yoder, David E.; Nance, Joy

doi:10.1177/108835769701200302

Cited by 59 publications

(29 citation statements)

References 8 publications

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“…Giangreco (2000) identified several variables critical to effective inclusion of students with multiple disabilities such as collaborative teaming, educational supports for both general education teachers and included students, and implementation of positive behavioral supports to address CB. Variables specific to students with AAC needs have also been identified such as AAC specific training for team members, additional team planning time, presence of an effective paraprofessional, peer training, and provision of an effective AAC system for the included student (Erickson et al, 1997;Kent-Walsh & Light;Soto et al). When these critical variables are not addressed, as in William's case, the resulting experience is less than optimal for everyone involved.…”

Section: Working With Wordsmentioning

confidence: 95%

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Pufpaff

2008

Psychology in the Schools

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Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000.The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to her classroom. The author also thanks all the school personnel and students who made this study possible as well as the Purdue University AAC Group for their feedback during the course of this project. The author especially thanks Erna Alant, University of Pretoria, South Africa for her guidance in the organization of key sections of this manuscript. © 2008 Wiley Periodicals, Inc.

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Section: Working With Wordsmentioning

confidence: 95%

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Pufpaff

2008

Psychology in the Schools

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“…Instructional activities must be made accessible and must provide individualized, intensive instruction in critical areas (e.g., decoding or reading comprehension) for as long as instruction is needed. A year of literacy development observed in a typically developing student may take several years for a student who uses AAC to achieve (Erickson, Koppenhaver, Yoder, & Nance, 1997). Access to repeated opportunities over time, within a balance of literacy activities, is essential to reading development, regardless of grade level expectations or educational placement.…”

Section: Educational Implications For Students Who Use Aacmentioning

confidence: 99%

What happens to reading between first and third grade? Implications for students who use AAC

Sturm

Spadorcia

Cunningham

et al. 2006

Augmentative and Alternative Communication

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School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.

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“…Two studies provide preliminary evidence that students who use AAC are capable of achieving conventional literacy given appropriate instruction, tools , and environments (e.g., Blischak, 1995;Erickson et al, 1997). If students who use AAC are to achieve conventional literacy, we must have a clearer understanding of what constitutes exemplary instruction, have better information about what tools are required for specific literacy tasks, understand the support provided by various tools , and have a refined understanding of the characteristics of learning environments that best support literacy learning for AAC users.…”

Section: Future Research and Technology Developmentmentioning

confidence: 98%

Enhancing Literacy Development Through AAC Technologies

Sturm

Erickson

Yoder

2002

Assistive Technology

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There is a critical need to understand teaching and technology supports that enable students who use augmentative and alternative communication (AAC) systems to engage in meaningful literacy experiences and foster conventional literacy skills. To thrive in classroom environments, they must have access to tools that can support them in active and independent literacy learning. These students need technology that allows them to move seamlessly between reading, writing, and communicating. They require technology that takes into account access needs, individual learning needs, the learning demands of technology, and literacy development across grades. Families and school teams need information that will assist them in providing the best tools and the most appropriate content within these tools throughout the school day. Teachers need information that supports them in providing exemplary literacy instruction to students who use AAC systems. This article explores and summarizes factors impacting literacy learning, including literacy capabilities of school-age students who use AAC, communication in literacy learning and use, reading and writing instruction in general education classrooms, and technology to support literacy learning. It is important that future technology tools provide a platform for levels of literacy learning: The power of technology will be reflected in its ability to provide access to and display the right content at the right time for students who use AAC. This article summarizes current factors thought to influence literacy learning and discusses priorities for future research and technology development.

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Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities

Cited by 59 publications

References 8 publications

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

What happens to reading between first and third grade? Implications for students who use AAC

Enhancing Literacy Development Through AAC Technologies

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