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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 [email protected]

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slide1

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]

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
slide5

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
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Expressive Communication (speaking)

Reading

Writing

Receptive

Communication

(listening)

Oral and Written Language Development

( Koppenhaver, Coleman, Kalman & Yoder, 1991

adapted from Teale & Sulzby, 1989)

slide7

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.
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.
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