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Teaching Literacy to Students With Significant Disabilities: Strategies for the
US $2.94
ApproximatelyS$ 3.75
Condition:
“Light edge wear.”
Very Good
A book that has been read but is in excellent condition. No obvious damage to the cover, with the dust jacket included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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US $3.99 (approx S$ 5.09) Economy Shipping.
Located in: Chicago, Illinois, United States
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Item specifics
- Condition
- Very Good
- Seller Notes
- “Light edge wear.”
- Book Title
- Teaching Literacy to Students With Significant Disabilities: S
- ISBN
- 9780761988793
About this product
Product Identifiers
Publisher
Corwin Press
ISBN-10
0761988793
ISBN-13
9780761988793
eBay Product ID (ePID)
31013748
Product Key Features
Number of Pages
192 Pages
Language
English
Publication Name
Teaching Literacy to Students with Significant Disabilities : Strategies for the K-12 Inclusive Classroom
Publication Year
2005
Subject
Special Education / General
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.4 in
Item Weight
15 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2004-022984
Dewey Edition
22
Reviews
'eoeLiteracy is power'e"power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.'e�, eoeLiteracy is powere"power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.e, "Literacy is power-power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities." -- From the foreword by Douglas Fisher, Literacy is power-power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities., Literacy is power--power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities., 'œLiteracy is power-power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.'�, SLiteracy is power-power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.
Illustrated
Yes
Dewey Decimal
371.9/0446
Table Of Content
Foreword - Douglas FisherAcknowledgmentsIntroductionAbout the Author1. Literacy and a Free Appropriate Public Education Key Concepts What Is Literacy? Literacy and Federal Mandates in Education Barriers to Literacy Instruction for Students With Significant Disabilities Attitudinal Barrier Low Expectations Limited Opportunities Limited Means of Accessing Literacy Limited Time The Age Factor Literacy and Quality of Life Issues Self-Esteem Self-Determination Independence Information Gathering Organization Learning Entertainment Why Teach Reading to Students With Severe Disabilities?2. Literacy and Communication Key Concepts The Relationship Between Communication and Literacy Building Relationships Reading Together The Benefits of Play Interactions Emergent Literacy for Students of All Ages Augmentative and Alternative Communication Devices Building Shared Experiences for Literacy Development Documentation of Shared Experiences Drawings Photograph Books Tactile Books Summary Frequently Asked Questions3. Planning Literacy Activities Key Concepts General Considerations Literacy Rich Environments Benefits of Learning in a General Education Classroom Access to the Core Curriculum Not Just Physical Presence Identifying Literacy Goals What Are the Literacy Goals of the Individual and the Family? Determining Present Literacy Skills Analyzing the Environment and the Need for Literacy Skills Identifying When Literacy Skills Can be Taught Throughout the Day Creating Literacy-Learning Opportunities for All Ages Integrated Related Services Developing Literacy Materials for Individual Students Age Appropriateness Individual Consuderations Physical Considerations Visual Considerations Cultural Considerations Interesting Material High Quality Assistive Technology Computer Access Summary Frequently Asked Questions4. Teaching Literacy Skills Key Concepts Concerns With Some Past Practices General Considerations When Teaching Literacy Skills Offering Choices Following Interest Level Providing Opportunities Make Accessible On the Spot Accommodations Meaningful Literacy Experiences The Use of a Daily Planner Within Task Directions Self-Monitoring Checklists Language Experience Stories Interactive and Fun Clear Literacy Goals in Mind Drawing Attention to Conventional Literacy Balanced Literacy Approach Specific Instructional Strategies Draw Attention to the Stimulus and Shape the Response Model the Behaviors of Reading and Writing Check for Comprehension Wait for a Response Provide Corrective Feedback and Praise Fade Instructional Support Teaching Generalization of Skills Summary Frequently Asked Questions5. Evaluating Progress: Next Steps Key Concepts Alternative Assessments Interview Observations Review of Past Records The Link to IEP Goals and State Standards Adapting State Standards on Literacy Developing Appropriate IEP Goals and Objectives Passive Versus Active IEP Goals and Objectives Standard Linked IEP Objectives Procedures for Measuring Student Progress Data Collection Easy to Use Forms Portfolio Assessment Using Data for Instructional Purposed Determining Next Steps Review Literacy Goals Raise Expectations What Are the Logical Next Steps? Summary6. The Future for Literacy Access and Instruction Key Concepts Improved Strategies to Support Literacy Goals Strengthening Early Intervention Services Future Advances in Technology Bridging the Research-to-Practice Gap Impact on Personnel Preparation Impact on Quality of LifeResourcesGlossaryReferencesList of TablesList of FiguresIndex
Synopsis
High-profile author Excellent companion to new projects in Autism and Asperger's Syndrome. Including students with severe disabilities in mainstream classrooms has become more and more common. These severe disabilities include both physical and intellectual, and the Downing project tackles the most common subject area for inclusion - literacy. Covering a wide age spectrum the author looks at: accessing the general curriculum; literary activities; parental involvement; pre- and post-assessment; IEPs; peer support; school-wide approaches; evaluation and grading; goal-setting. The project also includes very practitioner-oriented pedagogy, including Frequently Asked Questions, chapter by chapter references, bibliography with short summaries, and relevant websites., Break down the barriers to successful literacy instruction and empower students with special needs with these insightful tips, tools, and examples., Break down literacy barriers to enrich the lives of students with significant disabilities! All educators and family members would agree that depriving any student of the enhanced self-esteem, independence, social skills, and general quality of life afforded by literacy would be wrong. However, because of the particular challenges-perceived or otherwise-of providing literacy instruction to children and youth with significant disabilities, these students are often overlooked in receiving meaningful experiences and equal access to this aspect of the core curriculum. Teaching Literacy to Students With Significant Disabilities offers tangible support for obliterating the obstacles to effective literacy instruction, including: Effective strategies for tailoring literacy materials to students with disabilities Tactics for adapting state standards and meeting No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) requirements Straightforward chapter summaries, frequently asked questions, Web sites, and other resources that reinforce key points Easy-to-implement planning and assessment guidelines Brimming with practical ideas, tips, and examples, this definitive guide offers K-12 educators the research findings and means for creating an inclusive environment that encourages students with significant disabilities to become actively engaged in literacy learning. It empowers teachers, family members, and all team members with creative, sensitive, and all-embracing ways to successfully set and meet realistic communication-development goals that yield lifelong benefits.
LC Classification Number
LC4028.D694 2005
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