1. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment1 Module 1 Module 1 : Literacy for Students with Significant Disabilities Course Overview and Self Assessment

2. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment2 Developed by The Center for Literacy & Disability Studies The University of North Carolina Chapel Hill, North Carolina www.med.unc.edu/ahs/clds For the Texas ESC State Leadership Function: Three Low Incidence Disabilities www.esc3.net

3. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment3 Contact Information Region 3 Education Service Center 1905 Leary Lane Victoria, Texas 77901 Dr. Julius Cano, Executive Director Email: jcano@esc3.netjcano@esc3.net Web site: www.esc3.netwww.esc3.net 3LID Three Low Incidence Disabilities ESC Statewide Leadership Function Region 3 Education Service Center Mary Scott, Ed Specialist mscott@esc3.net Web site: www.esc3.netwww.esc3.net Texas Education Agency Division of Special Education 1701 North Congress Avenue Austin, Texas 78701-1494 Web site: www.tea.state.tx.uswww.tea.state.tx.us

4. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment4 Copyright © Texas Education Agency, 2009 These materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions: 1.Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency; 2.Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency; 3.Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way: 4.No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.

5. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment5 Course Objectives Introduce theoretical models & processes of literacy and their relationship to individuals with significant disabilities; Help professionals recognize oral and written language development in students with significant disabilities; Address standards and specific components of the Texas Essential Knowledge and Skills as they relate to course content; Describe a range of assessment and intervention strategies that address emergent and conventional literacy needs of students with significant disabilities; Familiarize participants with a range of technologies and a variety of materials and classroom modifications that support literacy learning and use by students with significant disabilities; Share a range of resources and strategies for continuing self-education as well as family and professional support.

6. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment6 Who are students with significant disabilities? Deafblind Medically Fragile Severe Cognitive Disabilities Combinations of moderate disabilities

7. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment7 Assumptions of Teaching & Learning Underlying the Training Modules

8. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment8 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

9. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment9 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

10. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment10 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

11. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment11 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

12. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment12 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

13. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment13 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

14. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment14 Assumptions All learners have a means of communication & interaction. Teacher hold the expectation that their students can learn. Learning is supported across environments. Teachers engage in ongoing reflection and problem solving. Learners are cognitively engaged and supported in achieving cognitive clarity. Learners are presented with instruction that is intrinsically motivating. Comprehensive instruction is offered every day to help students move beyond skill acquisition to application.

15. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment15 Training Modules Module 1 Course Overview, self-assessment Module 2 Emergent Oral and Written Language Development Module 3 Research-based Approaches to Building Oral and Written Language Module 4 Research-based Approaches to Building Phonological Awareness and Knowledge of the Alphabetic Principle Module 5 Writing as a Component of Emergent Oral and Written Language Development Module 6 The National Reading Panel and Students with Significant Disabilities Module 7 Teaching Vocabulary and Text Comprehension Module 8 Teaching Phonemic Awareness and Phonics: Word Identification Instruction Beyond Functional Site Words Module 9 Fluency without Oral Reading Module 10 Wrapping It Up with a Change of Practice Plan

16. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment16 Self-Assessment

17. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment17 Change in Practice Projects Each participant will develop his or her own Change in Practice Plan after completing the training modules. The Change in Practice Plan: –begins with what you already know –details the aspects of literacy assessment and teaching that you plan to change as a result of the training –lists resources required –specifies how the effects of this change will be documented and measured

18. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment18 Current Practices and the Texas Essential Knowledge & Skills Discussion Questions: –How are you supporting emergent oral and written language development for the your students with significant disabilities? –How are you currently helping your students with significant disabilities to develop vocabulary knowledge? –How are you helping students with significant disabilities to understand and use different text genre? –How are you currently teaching your students with significant disabilities to comprehend text? –How are you currently supporting the development of fluency for your students with significant disabilities? –How are you teaching children to read and spell words?

19. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment19 Summary The goals of this course begin with building upon your existing knowledge and skills. There are 10 modules that begin with early, emergent literacy and extend through conventional reading with comprehension.

20. Teaching Literacy to Students with Significant Disabilities SlideCourse Overview & Self-Assessment20 End of Module 1