Académique Documents
Professionnel Documents
Culture Documents
Teaching Literacy to
Students With Significant
Cognitive Disabilities
TEACHING Exceptional Children, Vol. 42, No. 3, pp. 30-39. Copyright 2010 CEC.
30
COUNCIL
FOR
EXCEPTIONAL CHILDREN
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have
access to the general education curriculum. Access means more than being
exposed to language arts, math, and
science; access means academic
progress (Spooner & Browder, 2006).
In addition, the No Child Left Behind
(NCLB) Act of 2001 requires that all
31
Author(s)
Name/
Literacy
Approach
Step 1
Step 2
Relationship between
communication and
literacy.
Create a team.
Step 3
Choose a theme.
Step 4
Step 5
Organize literacy
instructionLiteracy
Planning Wheel or matrix
(creating a unit).
Step 6
Instructional strategies in
the lesson plans.
Teaching literacy to
Using thematic units
students with severe
collaboration and assistive disabilities in the general
technology to teach
education classroom.
literacy to students who
have severe disabilities.
Step 7
Provide homework to
connect with families and
provide practice.
Step 8
COUNCIL
FOR
EXCEPTIONAL CHILDREN
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
Teaching parts of the book (front, back, author); vocabulary; turning the page; reading a
repeated line; sorting leaves by color.
Lesson 2 objectives
Continue with the reading from lesson 1 and add sorting and counting colors of leaves,
number recognition, counting out candy corns.
Lesson 3 objectives
Continue with literacy objectives and counting, then add writing using vocabulary, fill-in-theblank sentences, and chart writing.
Lesson 4 objectives
Teaching seasons of the year/things change (e.g., in fall, the weather turns cooler, the leaves
change color, and we wear a jacket or sweater).
Lesson 5 objectives
Read the book, focusing on the part about eating cookies. Write the cooking procedure on
chart paper. Make leaf cookies using the recipe.
Lesson 6 objectives
Wrap up the unit with a review of the literacy, math, and science skills while making a leaf
collage.
33
Step 3
The lesson plan should include objectives, the childrens IEP goals, materials needed, motivators for the students,
an attention getter, introductory statement, teacher outline that shows the
guided practice sequence, independent
practice opportunities, closure of the
lesson and assessments (Browder,
Courtade-Little, et al., 2006; Smith et
al., 2009). Multiple lessons should be
created for the teachers to implement
the whole unit. The activities in the
lesson should enable the children to
explore the unit theme and provide
practice on the IEP goals. Examples of
activities could be pointing or using
eye gaze to read vocabulary words,
participating in story reading, following a recipe to make a food that was
in the book, or playing bingo with the
vocabulary list. (See Figure 2 for Mrs.
Sweenys third lesson from her unit on
the season of fall.)
Step 4
Student
John
FOR
Peter
34
Daniel
Angie
Albert
EXCEPTIONAL CHILDREN
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
35
Motivation:
Football toss
Picsyms
Student Materials:
Three Big Macs
Chart paper
Teacher Materials:
Adapted book, Fall Leaves Fall
Closure:
Today we read Fall Leaves Fall and wrote about fall words. Tomorrow we will
read our book and bake some cookies.
Independent Practice:
Provide fill-in-the-blank sentences on individual sheets. Have students choose
the word/pic to fill in the blank from a field of 1, 2, or 3. Glue picture to paper.
Send a copy of the blank sheet and vocabulary words home for homework.
7. Write on chart paper, In the fall we eat . . . Ask a student to select a fall
word from the food category. Repeat for clothes, In the fall we wear . . .
and We like to _____ in the fall.
6. Lets write about fall. What shall we write? Let's make a list of the things
we know about fall. Hmmm . . . what do we eat? Have students point to
vocabulary. Students stamp names on their paper (time delay).
Implementation Planning
Summative / Mastery
Students will fill in the blanks
with 60% accuracy by the end of
the month.
Formative / Progress
Paras record data on independent
skills:
Evaluation Planning
Grade(s): 12
Subject: Reading, Writing, Math and Science
General Objective: To teach students vocabulary, writing, and sorting skills related to the season of fall
Preparation Planning
apple
pumpkin
candy corn
rock
toothbrush
sweater
socks
jacket
football
rake
jump
snowman
yes
no
finished
Name ______________________________
COUNCIL
FOR
EXCEPTIONAL CHILDREN
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
Student:
Albert
Routine:
10/05/08
Reading skills
Specific Objective: Albert will show comprehension of new concepts by pointing to picture/text cards that
represent that concept with 70% accuracy.
Materials: apple, pumpkin, football, sweater, picture vocabulary list.
Setting and Schedule for Instruction: During reading class, lunch, reading.
Number of Trials:
5 trials @ zero delay for 3 days, 2 warm-up trials at zero delay and 3 trials at 5-second delay
INSTRUCTIONAL PROCEDURE
PROMPTING (Specific prompt or prompts to be usedlist in sequence):
Specific verbal and point
TYPE OF PROMPT SYSTEM (check which applies)
System of Least Prompts
X
Time Delay
Constant OR
Progressive
FEEDBACK
Correct Responses: Great pointing to the apple word.
Fading schedule for praise: Only praise after every 5 items identified correctly.
Error Correction: No, that is a pumpkin not an apple. Point to the apple. Return to zero delay practice sessions.
Generalization & Maintenance Plan:
Student
Skill
Baseline
Total Progress
Angie
Sort by color
63%
100%
37%
Albert
Stamp name
10%
70%
60%
Albert
Vocabulary
0%
40%
40%
John
Stamp name
0%
26%
26%
Daniel
0%
52%
52%
Peter
0%
80%
80%
37
Student:
Academic Content: Reading and Science
Vocabulary
10/5
10/6
10/7
10/8
10/9
10/12
10/13
10/15
10/16
10/17
10/18
sweater
football
pumpkin
apple
jump
Where
CS
CS
CS
CS
With whom
GE
GE
Step of Lesson
1. Tell students we are going to read a story. State the name of the story.
Lets all stay in our seats.
Angie
Daniel/Albert
4. Identify the front of the book; then, prompt students to open the book.
Peter
Angie
Albert
Peter
8. Ask students a question about the story, so they can use the vocabulary
sheet to answer.
Albert/Daniel
John/Daniel
Peter/John
12. Hand out a paper with 3 sentence strips on it and pictures/text vocabulary
cut out, while asking students to count the materials.
Albert/Angie
John/Albert
Daniel/Albert
COUNCIL
FOR
Angie
EXCEPTIONAL CHILDREN
Downloaded from tcx.sagepub.com at UNIV ALABAMA HUNTSVILLE LIB on May 16, 2016
of the unit (1 month later). The average pretest score on the 10 comprehension questions was 50% accuracy with
a range of 20% to 60%. All 6 students
demonstrated 80% to 100% accuracy
on all questions at the end of the unit.
a number of objects. Mrs. Sweeny collected data on six different skills for
the students in her class (see Tables 3
and 4). The data show after 1 month
of instruction, all children demonstrated progress across all skills.
Strategies for the K12 inclusive classroom. Newbury Park, CA: Corwin
Press.
Gardner, J. E., Wissick, C., Schweder, W.,
& Canter, L. ( 2003). Enhancing interdisciplinary instruction in general and
special education: Thematic units
and technology. Remedial and Special
Education, 24, 161171.
Hiaasen, C. (2002). Hoot. New York, New
York: Random House, Inc.
Individuals With Disabilities Education Act
Amendments of 1997, Pub. L. No.
10517, 20 U.S.C. 1400.
Mayer-Johnson, LLC. (2004). Boardmaker
(Version5.0) [Computer software]. Solana
Beach, CA: Author. (http://www.mayerjohnson.com)
No Child Left Behind Act of 2001, Pub. L.
No. 107-110, 115 Stat.1425, 20 U.S.C.
6301 et seq.
North Carolina Extended Content Standards. (2006). Available from: http://
www.ncpublicschools.org/curriculum/
ncecs
Smith, D. D., Demarco, J. F., & Worley, M.
(2009). Beyond picture books: A thematic
approach to teaching literacy skills to
students with disabilities, Grades 612.
Newbury Park, CA: Corwin Press.
Spooner, F., & Browder, D. M. (2006).
Why teach the general curriculum?
In D. M. Browder & F. Spooner (Eds.).
Teaching language arts, math & science
to students with significant cognitive
disabilities (pp. 110). Baltimore: Paul
Brookes.
U.S. Department of Education. (2006).
Twenty-eighth annual report to Congress
on the implementation of the Individuals
With Disabilities Education Act. Washington, DC: Author.
Westling, D., & Fox, L. ( 2009). Teaching
students with severe disabilities (3rd
ed.). Baltimore: Paul Brookes.
Karena Cooper-Duffy (CEC NC Federation),
Associate Professor, Department of Human
Services, Western Carolina University,
Cullowhee, North Carolina; Pamela Szedia,
Director, Rosewood Resource Center, J.
Iverson Riddle Developmental Center,
Morgantown, North Carolina; and Glenda
Hyer, Grant Coordinator, Department of
Human Services, Western Carolina
University, Cullowhee, North Carolina.
Address correspondence to Karena CooperDuffy, Western Carolina University,
Department of Human Services, Killian 206,
91 Killian Building Lane, Cullowhee, NC
28723 (e-mail: kcooper@email.wcu.edu).
TEACHING Exceptional Children, Vol. 42,
No. 3, pp. 3039.
Copyright 2010 CEC.
39