Teaching Students with Mild and Moderate Disabilities: Research-Based Practices Second Edition © 2009 Pearson Education, Inc. All rights reserved. Written and Spoken Communications Chapter 13

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 2 Chapter objectives Describe the characteristics of written and spoken communication difficulties. Describe approaches for the assessment of written language. Explain how teachers can use instructional strategies to support students’ development of written language. Describe how teachers can support spoken communication and other forms of expression. Describe ways in which technology can be integrated in written and spoken communcations.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 3 Communication Critical to human growth and development Prerequisite to academic learning Involves the exchange of information between individuals May involve written language, spoken language, gestures, signs, signals, or other behaviors

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 4 Linking assessment with written communication Assessment occurs as a normal part of the student's work Conditions for assessment should be similar to the conditions for doing academic tasks Assessment tasks should be meaningful and multidimensional Feedback to students should be specific, meaningful, and prompt Students should participate in the assessment process Use various standardized instruments

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 5 Evaluating written communication Holistic scoring Analytic scoring Rubrics Self-assessment Error analysis Peer assessment

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 6 Instructional strategies Written prompts Structured guides Modeling writing Writing aloud Sustained silent writing Planning and practicing writing Revising

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 7 Writing resources Word banks Idea banks Picture and multimedia files

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 8 8 Instructional strategies: spelling Word study Teaching selected spelling rules Word banks Personal dictionaries Word families

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 9 Spelling strategies for students Draw a circle around the word that you think is misspelled and come back to it later Listen for all the sounds of the word as you say it slowly Picture the word in your mind Look around the room, on the word wall, or in a word bank Use a spelling dictionary Utilize word cards of frequently used words Use sentence strips containing word phrases that have already been created

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 10 Communication Communication involves the exchange of information between individuals and may involve spoken language, written language, gestures, signs, signals, or other behaviors Language is a system that is used in order to communicate Speech is the spoken form of language

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 11 Technology Technology can provide support for students as they develop and use communication skills Some students may need assistive technology such as: smart keyboards specialized software augmentative and alternative communication (AAC)

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 12 Summary Assessment approaches can include standardized tests, rubrics, self-assessment, and peer assessment. There are a variety of strategies that teachers can use to support the development of written and spoken communications. Technology can provide support for students as they develop and use written and spoken communication skills. Some students may need specialized technologies, such as smart keyboards, specialized software, or AAC to communicate.