Transition for teachers of students with Significant Cognitive Disabilities: Aligning Instruction to Standards Karen Erickson, Ph.D. Center for Literacy & Disability Studies University of North Carolina at Chapel Hill erickson@unc.edu

Transitioning from an emphasis on ACCESS to an emphasis on LEARNING

History of Reductionist Approaches “reductionist interventions” (Katims,2000, p. 4) Are sequenced and hierarchical Employ drill and practice to train Focus on skills such as: letter names and sounds, word decoding, sight words, and filling out written forms (Joseph & Seery, 2004;Zascavage & Keefe, 2004)

How is this reflected in the Survey? Emphasis on “redunctionist” skills: Phonemic awareness Phonics Vocabulary Emphasis on “redunctionist” approaches: Attention Memorize/recall

Reductionist View Emergent View Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking, reading, and writing) Literacy is learned in a predetermined, sequential manner that is linear, additive, and unitary Literacy learning is school-based Literacy is a process that begins at birth and perhaps before Literacy learning requires mastery of certain pre-requisite skills Literacy abilities/skills develop concurrently and interrelatedly Some children will never learn to read All children can learn to use print meaningfully

Expressive Communication (speaking) Reading Receptive Communication (listening) Writing Oral and Written Language Development ( Koppenhaver, Coleman, Kalman & Yoder, 1991 adapted from Teale & Sulzby, 1989)

Expressive Communication (speaking) Language Expressive Communication (speaking) Reading Receptive Communication (listening) Writing Oral and Written Language Development ( Koppenhaver, Coleman, Kalman & Yoder, 1991 adapted from Teale & Sulzby, 1989)

The Common Core State Standards require us to emphasize: Learning that builds over time. Application of knowledge and skills. Active participation and interaction during learning activities. Collaboration and communication. Ongoing comprehensive instruction in reading, writing, speaking, listening, and language.

What might it look like?

Corey will identify 50 sight words with 80% accuracy on 4 out of 5 days.

Working collaboratively with Henry

Cate will identify the main character in a story with 80% accuracy on 4 out of 5 days.

Constructing Understandings

Instructional Transitions for Teachers of Students with Significant Cognitive Disabilities Transition 1: From mastery of skills in sequence to application of knowledge and skills. Transition 2: From independent work to active participation, interaction, collaboration and communication. Transition 3: From accessing pieces of the standards to comprehensive instruction in reading, writing, speaking, listening, and language.