Transition
This presentation is the property of its rightful owner.
Sponsored Links
1 / 14

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


  • 63 Views
  • Uploaded on
  • Presentation posted in: General

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 [email protected]

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Transition for teachers of students with significant cognitive disabilities aligning instruction to standards

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

[email protected]


Transitioning from an emphasis on access to an emphasis on learning

Transitioning from an emphasis on ACCESS to an emphasis on LEARNING


History of reductionist approaches

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

How is this reflected in the Survey?

  • Emphasis on “redunctionist” skills:

    • Phonemic awareness

    • Phonics

    • Vocabulary

  • Emphasis on “redunctionist” approaches:

    • Attention

    • Memorize/recall


Transition for teachers of students with significant cognitive disabilities aligning instruction to standards

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


Transition for teachers of students with significant cognitive disabilities aligning instruction to standards

Expressive Communication (speaking)

Reading

Writing

Receptive

Communication

(listening)

Oral and Written Language Development

( Koppenhaver, Coleman, Kalman & Yoder, 1991

adapted from Teale & Sulzby, 1989)


Transition for teachers of students with significant cognitive disabilities aligning instruction to standards

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

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

What might it look like?


Corey will identify 50 sight words with 80 accuracy on 4 out of 5 days

Corey will identify 50 sight words with 80% accuracy on 4 out of 5 days.


Working collaboratively with henry

Working collaboratively with Henry


Cate will identify the main character in a story with 80 accuracy on 4 out of 5 days

Cate will identify the main character in a story with 80% accuracy on 4 out of 5 days.


Constructing understandings

Constructing Understandings


Instructional transitions for teachers of students with significant cognitive disabilities

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.


  • Login