The Journey Toward Developing and Implementing Meaningful and Differentiated Reading and Writing Instructional Programs for Students with Multiple Disabilities Jenny Springer

Introductions *Where/what do you teach? *Student population

The Four Blocks Model of Instruction David Koppenhaver and Karen Erickson

The Four Blocks *Shared Reading *Working with Words *Writing *Self-selected Reading

Shared Reading Block Benefits: Helps students build vocabulary, knowledge of print/braille, text comprehension, and ability to communicate Teachers read with students, not just to students. The goal is for the student to ultimately direct interactions by labeling pictures, making comments, asking questions, and directing the way the adult navigates the book Opportunities for naturally modeling concepts of print The ultimate goal is to encourage communication and foster an enjoyment of books. www.dynamiclearningmaps.org Shared Reading Module

Writing Block Focuses on using writing to communicate in meaningful ways ALL students must have access to all 26 letters of the alphabet during each writing interaction Alternate pencils may be used for students who cannot use traditional writing tools (ex. Computer, iPad, stamps, flip chart) Allow students to follow the natural stages of early writing Acknowledge and respond to what students have done first, then model using their writing system www.dynamiclearningmaps.org Emergent Writing Module, Writing with Alternate Pencils Module

Working with Words Block Uses a word wall to teach reading and writing of high frequency words (Can use DLM Core Vocabulary) AAC Planning Tool-SLP help with targeted language Students learn to spell words using traditional letter by letter spelling Students learn patterns necessary for decoding and spelling Activities can include making words, sorting words, rhyming, guess the covered word

Self-Selected Reading Block Students are encouraged to enjoy books as independently as possible A variety of technology may be used to facilitate independent reading for students who cannot yet read independently (ex. Stories on the computer, books on CD, books recorded on a voice output switch) Teacher models selecting various types of books using a variety of technologies Teacher circulates and confers with students on their reading choices

Self-Selected Reading Menu www.tarheelreader.org www.starfall.com Bookflix YouTube (you can find read-alouds for almost any book) http://uniteforliteracy.com/ http://www.magickeys.com/books/ https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserbooks/level1.htm http://www.wegivebooks.org/books/search?[search][meta_sort]=title.asc http://www.storylineonline.net/ Apps: Farfaria, EPIC!, Storychimes

Meaningful Literacy Experiences for Children with Multiple Disabilities Work within the student’s zone of proximal development Understand the students’ receptive and expressive communication skills (AAC Planning Tool) Students need access: not just visual, but cognitive Activity-based instruction that is meaningful to them and their experiences Balance between targeted instruction and exposure to higher level content

The Dangers of Banking on Exposure... *Iowa Essential Element Standards and Alternate Assessment Standards *Exposure makes us feel good about ourselves.... *Instruction must be meaningful *Discussion: How can we meet these high level standards and give students access to the rigorous instruction required by these standards while also making it meaningful?

Elementary Examples *Shared Reading using an experience book https://www.dropbox.com/home/Ameli%20videos?preview=Experiencebook.mov -Content is meaningful to student -Materials are visually accessible to student -Instruction incorporates her mode of communication (object)

Writing https://www.dropbox.com/home/Ameli%20videos?preview=Writing.mov -Essential Elements mandate that all students have access to all 26 letters of the alphabet and be taught to use letter by letter spelling of words. -Alternate Pencil examples: letter flip chart (can adjust array of letters according to student needs), computer, iPad, letter board, eye gaze chart, stamps, label maker) -Students learn association of using letters to communicate in writing -Communication is essential to this process

Working with Words https://www.dropbox.com/home/Ameli%20videos?preview=Workingwithwords.mov -Begin with words that are engaging and meaningful to student -Incorporating students method of communication helps increase understanding (picture, object, tactual symbol)

Self Selected Reading https://www.dropbox.com/home/Ameli%20videos?preview=Selfselected+Reading.mov -Many forms of technology can help students to more independently access stories (ex. iPads, videos, talking pens, recorded switches)

Sample Elementary Adapted Book Lesson Plan https://docs.google.com/document/d/1wes03r1QcH2l0_tcnAGM8 DBruRB0_vsdKAIPL4nm5Ak/edit

Sample 5th-12th Grade Adapted Book Lesson Plans https://docs.google.com/document/d/1YuOft9h-f6n- cl9YWTA5vHBGYct4FJuzRvJplIOlmLw/edit -Things to Consider: -Can the student meaningfully participate in shared reading activities in a group session? For how long? How can they remain actively engaged in the group setting? If they have an associate, how can the associate promote active engagement?

Sample Thematic Concept Book from Text https://docs.google.com/document/d/170Fx0anzTzjVqHG1La6ELCtR5pAMCRsd R0sjWwExEKM/edit -Related objects can be incorporated and be used as a concept box to go along with the book -Can add Braille or tactual symbols as appropriate for student

Differentiation for Three Students with Multiple Disabilities Including Vision Impairments *JF: JF has cerebral palsy with a cortical vision impairment. He has limited verbal communication skills and uses modified sign and picture symbols for communication. He has recently had success in using the GoTalk communication app on the iPad to supplement his sign language. He uses a letter board for writing. *PD: PD has autism with a cortical vision impairment. He is unable to communicate verbally and uses the TouchChat app on the iPad for communication. He uses an adapted keyboard for writing. *AH: AH has multiple disabilities including a cortical vision impairment. She is unable to communicate verbally and uses objects to communicate. She uses a letter flip chart for writing.

Sample Four Blocks Lesson Plans JF: https://docs.google.com/document/d/1xquLEMx4HOEKMLst_X3aYG05DxxcslVtT 7GTiohGauA/edit PD: https://docs.google.com/document/d/1KgIseRJbNZdmgtE5YWcz- wuduT7FD2h6k2iiicXTbNI/edit AH: https://docs.google.com/document/d/1cUxTBB6XjMwpNmI_cxF3JTmrIt5X3GTb JqhcRMUyssw/edit

Progress Monitoring Forms https://docs.google.com/document/d/1MRNFhMTH2wiTwC4LDVq6yfBV55nC_1q QlIYESAUw1xI/edit

Classroom Literacy Experiences *Plays *Presentations

Classroom Literacy Experiences *Direct Experiences Related to Text

Literacy Object Communication Board

Literacy iPad Communication Page

Classroom Writing Experiences *Monthly Class Newspaper: https://docs.google.com/document/d/123WFYislryjEkhX_BW3_rqwZO0k3e1qukJ 5BqupWaq8/edit *Collaborative Stories *Home School Journals

Classroom Writing Experiences *Pen Pals *Research Presentations

Classroom Writing Experiences *Arguments/advertisements *Strengths Posters

Writing Topic Box

Writing Topic Book

Writing Routines and Projects https://docs.google.com/document/d/1Infz17l4voOiMXfpiDG5eFGlLFcItG- lu6U6WL6y46A/edit

Activity- Choose one of the following: Use the adapted story planning template to adapt a children’s book to meet the specific needs of one of your students. Use the four blocks lesson planning template to create lesson plans for one of your students. Select and plan for a direct learning project in reading or writing like one of the examples given: class play, book presentation, learning experiences related to a novel, class newspaper, advertisements, research projects/presentations, etc.. How can you make this meaningful for your student with multiple disabilities?

Lesson Plan Templates *Shared Reading Story Planning Template: https://docs.google.com/document/d/1ZL9F5hbuYB1r7nN9aEkmSs0bfIJlga90w SSy-TT1SNk/edit *5th-12th Adapted Story Planning: https://docs.google.com/document/d/1Do_7Kn_6C9mIig_7f3aMFAwU__aweN_jw IOHK8F-z9Y/edit *Four Blocks Lesson Plans: https://docs.google.com/document/d/1vm3UVD7b3X24UbDfuy_9pDJfWLvSUMH NRT9otxWTTx8/edit