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Transition for teachers of students with Significant Cognitive Disabilities: Aligning Instruction to Standards PowerPoint PPT Presentation


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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.

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Transition for teachers of students with Significant Cognitive Disabilities: Aligning Instruction to Standards

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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

Writing

Receptive

Communication

(listening)

Oral and Written Language Development

( Koppenhaver, Coleman, Kalman & Yoder, 1991

adapted from Teale & Sulzby, 1989)


Language

Language

Expressive Communication (speaking)

Reading

Writing

Receptive

Communication

(listening)

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.


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