Students with Significant Disabilities require special considerations to ensure these students can achieve as much as possible. One issue is the tendency for these students to become “passive learners.” How can we engage these students? Stephanie reviews research demonstrating how to most effectively support these students in their language and literacy development, such as by targeting phonemic awareness.
Please find related materials here:
Find the playlist for the full set of videos in this module series here:
Literacy Intervention for Children with Significant Disabilities Playlist
Find each of the modules from this playlist here:
Literacy Intervention for Children with Significant Disabilities: Teaching Considerations
Literacy Intervention for Children with Significant Disabilities: Bilingual Students
Literacy Intervention for Children with Significant Disabilities: Interventions
Please find links to research mentioned in this module here:
Erickson, K.A., Koppenhaver, D.A., Yoder, D. E., & Nance, J. (1997). Integrated communication and literacy instruction for a chid with multiple disabilities. Focus on Autism and Other Developmental Disabilities, 12(3), 142-150.
National Early Litracy Panel. (2005). A synthesis of scientific research on young children’s early literacy development. Ohio Department of Education, Early Childhood Conference.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction [on-line]. http://www.nichd.nih.gov/publications/nrp/report.cfm
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English Bilingual Children With SLIHow Do They Compare With Their Monolingual Peers?. Journal of Speech, Language, and Hearing Research, 46(1), 113-127.
