Adaptations are Key to Early Literacy Learning

1. Adaptations are Key to Early Literacy Learning Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, NC Presentation made at the Ninth National Early Childhood Inclusion Institute Frank Porter Graham Child Development Institute Chapel Hill, NC July 15, 2009

2. To describe the : CELL content model Development of evidence-based practice guides Process and procedures for identifying evidence-based adaptations Development of practice guides with adaptations Purpose of Presentation

3. Orelena Hawks Puckett Institute Asheville & Morganton, NC American Institutes for Research Washington, DC PACER Center Bloomington, MN UCONN Center for Excellence in Disabilities Farmington, CT The Center for Early Literacy Learning (CELL) is a collaboration among the:

4. What you’ll find there: CELLpapers provide background information about the conceptual frameworks used to guide CELL activities and the results of evaluation and research studies conducted by CELL staff. CELLreviews are practice-based research syntheses of early communication, language, and literacy development. CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. CELLpractices include descriptions of the methods, steps, or procedures for promoting adoption and use of evidence-based literacy learning practices by practitioners, parents, and other caregivers. CELL website: www.earlyliteracylearning.org

5. Speech Processing Skills Oral Language Listening Comprehension Phonological Awareness Print-Related Skills Print Awareness Written Language Alphabet Awareness Text Comprehension Domains of Early Literacy Learning a a Adapted from A. van Kleeck (1998). Pre-literacy domains and stages. Journal of Children’s Communication Development, 20, 33-51.

6. Oral Language

7. Listening Comprehension

8. Phonological Awareness

9. Print Awareness

10. Written Language

11. Alphabet Awareness

12. Text Comprehension

13. Conduct practice-based research syntheses of early literacy learning experiences and practices Develop evidence-based practice guides using findings from the research syntheses to inform the content of the practices Operationalization

14. Responsive Teaching Everyday Literacy Activities Early Literacy Learning Outcomes Overview of CELL Early Literacy Learning Model Literacy-Rich Environments Child Interests

15. Interest-Based Mastery Cycle Interests Literacy Activities Mastery Engagement Competence

19. What is the practice? What does the practice look like? How do you do the practice? How do you know the practice worked? Evidence-Based Practice Guides CELL practices (paper, DVDs, PPP, etc.) are prepared in a manner that provides end-users (practitioners and parents) information about four elements of a practice:

20. CELL Practice Guides All CELL practice guides include the four “how to” elements and “real life” examples of the practices being implemented by practitioners or parents. At least one vignette includes descriptions of how the practice can be modified or adapted for a child with a disability.

21. Two – three vignettes on the back of each practice guide Vignettes explicitly or implicitly build on the interest of the child Activities in the vignette are naturally occurring as part of everyday life Vignettes suggest how parents or practitioners interact in a responsive manner Practice Guide Vignettes

22. Universal Practice Guides Practice Guides with Adaptations Specialized Practice Guides Practice Guide Hierarchy

25. Examples of Practice Guides by Early Literacy Domains Linguistic Processing Skills Oral Language • Babble On • Talk Is Fun Listening Comprehension • Time to Rhyme • Hear This Phonological Awareness • Fingerplays and Action Rhymes • Sound Advice Print - Related Skills Print Awareness • One for the Books • First ABC Books Written Language • Scribble Scribble • Get Write on It! Alphabet Awareness • Stamps of Approval • Exploring Magazines and Catalogs Text Comprehension • Read It Again! • Tuning Into Tales

26. Adaptations ensure that children with disabilities: Can express their interests and have them interpreted correctly Can engage in early literacy learning activities Can become skillful and competent in early literacy activities and behaviors Can master early literacy learning skills Adaptations offer just enough assistance so that children with disabilities can proceed through the same process of mastery as do children without disabilities. Practice Guide with Adaptations for Encouraging Child Participation

27. Adapt Environment Adapt Activity Adapt Materials Adapt Instruction Provide Assistance Adaptation Continuum Source: Cara’s Kit, Milbourne & Campbell, 2007

28. Adaptations include adjustments, changes, or modifications to the environment, activities, materials, or interactions that support or enhance children’s participation in everyday early literacy learning activities. Adaptations

29. Changes or modifications to the physical environment or the addition of selected equipment. Examples Rearrange furniture for easy wheelchair access to the book shelf Make a quiet place to support a child who is trying to focus on his/her favorite book Provide a child a slant board when he/she is coloring Environmental Adaptations

34. Changes or modifications to the learning activity to enhance the child’s participation. Examples Let the child use his finger to paint instead of using a paint brush that is hard for him to hold Let the child use finger puppets as part of telling a story Tape paper to the table to provide more stability while the child is coloring Let a restless child pick a book she likes to read even if it is in the middle of another story Adaptations to Activities

39. Changes or modifications to the materials used in an activity to enhance children’s participation. Examples Use foam to thicken pencils to make them easier to hold Provide visual cues on a recipe so the child can follow the steps even if she cannot “read” Provide a switch interface so the child can turn a tape recorder on and off to listen to songs or stories Place knobs on an alphabetical puzzle to help a child place the pieces in or out Adaptations to Materials

50. Changes or modifications to the instructions or requirements of the activity to support the child’s participation. Examples Shorten the length of time a child participates in drawing so he doesn’t lose interest Allow a child to stand instead of sit while listening to a story Allow a child to use a picture board to answer questions about the story Provide extra time for a child with some mild fine motor challenges to finish “writing” her name Instructional Adaptations