Accessible Reading Approaches for Students with Disabilities Christopher Johnstone Ann Clapper

1. Accessible Reading Approaches for Students with Disabilities Christopher Johnstone Ann Clapper

2. Goals of Session PWBAT: • Explain modalities • Match Standards with themes • Use knowledge of modalities in the teaching process

3. Research Study Determined themes in states’ reading and language arts standards and examined variation in standards across grades and possibilities for alternative means of accessing print

4. Findings • There are common themes in standards across states • These themes extend far beyond the acquisition of specific decoding skills

5. Themes: State Academic Content Standards Define Reading As: • Acquisition of specific skills • Knowledge of elements or conventions in language • Interactive, thinking activity • Problem-solving tool • Catalyst for personal growth

6. Examples of Specific Skills Standards (Theme 1) • Phonemic Knowledge • Word Recognition • Fluency • Literal Comprehension • Non-phonemic Skills

7. Examples of Conventions Standards (Theme 2) • Literary Elements • Expository Elements • Language Conventions • Context

8. Examples of Interactive/Thinking Standards (Theme 3) • Inferential Comprehension • Critical Analysis • Higher Order Thinking • Thinking About Reading Strategies • Reflect upon Literature • Relate to Real Life • Compare • Question • Respond

9. Examples of Problem Solving Tools (Theme 4) • Mine Information • Organize Information • Problem Solve • Follow Directions

10. Examples of Catalyst for Personal Growth Standards (Theme 5) • Diverse Purposes • Personal Growth • Vocabulary Development • Socialization • Reflection: Self • Reflection: Culture

11. What does this mean for students with disabilities? • Some students are unable to read standard print (because of blindness, visual impairment, learning disability, physical disability, concentration disability, or health impairment) • Many standards can be met by alternative routes or modalities

12. Assumptions that standards can only be met via visual interaction with print… • Have serious implications for students with challenged ability to access print, creating barriers to learning and educational growth

13. Minnesota’s Reading and Literature Strands • Word Recognition, Analysis, and Fluency • Vocabulary Expansion • Comprehension D. Literature

14. Alternative Ways (Modalities) to Interact with Print • Visual (look at print) • Tactile (Braille) • Auditory (listen to reader or tape) • Multi-sensory (screen reader)

15. Challenge to Educators Clarify standards to be measured – and whether alternative ways of interacting with print are consistent with those standards.

16. Intersection of Modalities and Theme 1 (Specific Skills)

17. Intersection of Modalities and Theme 2 (Conventions in Language and Print)

18. Intersection of Modalities and Theme 3 (Interactive/Thinking Activity)

19. Intersection of Modalities and Theme 3 (Interactive/Thinking Activity)

20. Intersection of Modalities and Theme 4 (Problem-Solving Tool)

21. Intersection of Modalities and Theme 5(Catalyst for Personal Growth)

22. Intersection of Modalities and Theme 5 (Catalyst for Personal Growth)

23. Activities • Case studies provide an approach to studying how we might approach a real educational issue.

24. National Accessible Reading Assessment Projects (NARAP) • Collaborative of DARA and PARA projects • Conducting research and development on accessible reading assessment

25. National Center On Educational Outcomes Visit: http://www.nceo.info or Search for NCEO