Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories

Abstract

Literacy may be one of the most important instructional areas for enhancing quality of life for all students. One way to promote literacy skills is through engaging students in the shared reading of a story. In this study, methods for planning and implementing shared stories for three students with multiple disabilities was evaluated via a multiple probe design across participants. Because the students had few consistent responses and complex physical challenges, a team planned the literacy participation using principles of universal design for learning (UDL). Outcomes indicate that all three students improved literacy skills and added to the literature base that shared stories can promote early literacy. Future research and implications for practical team implementation of the augmentative and alternative communication use and UDL components of representation, expression, and engagement are discussed.

Using Universal Design for Learning to Design Standards-Based Lessons

“…A review of research studies on UDL in the classroom (Rao, Ok, & Bryant, 2014) found that researchers have applied UDL to various levels of curriculum and instruction. Researchers have examined how UDL can be applied to teacher-developed lessons and curricula (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008;Dymond et al, 2006;King-Sears et al, 2015). Several studies have examined academic outcomes and engagement with UDL-based digital learning environments (Coyne, Pisha, Dalton, Zeph, & Smith, 2012;Dalton, Proctor, Uccelli, Mo, & Snow, 2011;Hall, Cohen, Vue, & Ganley, 2015;Marino et al, 2014;Rappolt-Schlichtmann et al, 2013).…”

Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities

“…Koppenhaver, Erickson, and Skotko (2001) found girls with Rett syndrome made gains in early symbolic communication when they participated in shared story reading with their mothers. In addition, Browder, Mims, Spooner, Ahlgrim-Delzell, and Lee (2008) found shared story reading increased the independent responses of three students with profound disabilities who had previously been unresponsive during reading instruction. Mims, Browder, Baker, Lee, and Spooner (2009) found shared story reading promoted listening comprehension for two elementary students with significant intellectual disability and visual impairments.…”

Academic Instruction for Students with Severe Disabilities

“…Additionally, many chained tasks, such as completing the steps to composing a paragraph, completing a long division problem, or participating in an inquiry lesson can be taught using a task analysis of the steps. Specifically in ELA, current research supports the use of read alouds and task analytic instruction to increase foundational literacy skills as well as comprehension (e.g., Browder, Mims, et al, 2008). In math.…”

“…Blyden (1988) found that shared book readings with adaptations (e.g., large print, pictures, sign language) increased attention skills, receptive and expressive language skills, social interaction, and active participation for the students witb multiple disabilities. Browder, Mims, Spooner, Ahlgrim-Delzell, and Lee (2008) used grade-level read alouds in an elementary classroom witb tbree students with severe intellectual and physical disabilities. The planning team used components of UDL to develop ways to adapt tbe read alouds.…”