Tue, 18 Nov 2025 04:06:53 -0800WeeblyThu, 02 Jun 2016 15:58:32 GMThttps://www.litdis.com/blog/inclusive-literature-for-beginning-readersWhen I was a kid in primary school, my teachers took us to the school library every week.  I remember reading through a series of biographies of famous people:  Babe Ruth, Thomas Jefferson, Abraham Lincoln, Davy Crockett, Amelia Earhart, George Washington Carver... While there were certainly more white males than other demographic groups, the series was fairly innovative for the early 1960's in representing some females and some minorities.  I also read voraciously in the Hardy Boys books, the Danny Dunn series, sports books, adventure, science fiction.  I fantasized about being a star athlete, traveling into space, solving complex mysteries.  It was easy.  People like me (i.e., white, typically developing, advantage white males who could read pretty well) were widely represented in the available book choices at home, at school, on the bookmobile, and in the public library.

A couple of years ago, I began wondering about the availability of similar literary experiences for kids with disabilities, especially students like those I have worked with the most (i.e., students with a wide variety of often complex disabilities and differences who read and write at emergent or beginning levels).  A quick pass through my shelves found a wonderful variety of great books with characters who have disabilities and interesting, rich lives and experiences:  The Curious Case of the Dog in the Night, Freak the Mighty. Flowers for Algernon, So. B. It, Mockingbird, Skallagrigg, Whale Talk, and more.  Great books, interesting characters, rich themes, none of them accessible to kids learning how to read.  It seems like you shouldn't have to learn to read at fairly sophisticated levels (upper elementary or beyond) to find yourself in a book.

So, I enlisted a couple of colleagues:  Barb Wollak (a retired SLP) and Ashley Pennell (a former early elementary classroom teacher working on her doctorate at Appalachian State).  We put together some characteristics we sought in what we view as inclusive literature.  These included:  disability as a part of a range of human characteristics possessed by the character(s), the message of the book not being some form of "see how this person with disabilities despite his or her differences is just like you" or "see how this person with disabilities conquered his/her disability to achieve greatness,"  a rich and complex storyline.  A key question for us was whether we'd be embarrassed as educators for any of our students or ourselves if we chose to read the text aloud in an inclusive setting. 

We'll be submitting a paper this summer for publication describing the need for such literature, classroom uses, and some of the books we found.  In the meantime, you can find a copy of the list of books we have identified so far at Barb's website, linked at the bottom of the page. Thanks for the gentle reminder, Jerriann.
]]>Thu, 26 May 2016 19:21:06 GMThttps://www.litdis.com/blog/ieps-and-emergent-literacySeveral people at a recent workshop asked for examples of good emergent literacy goals for kids with significant disabilities.  I have no great insight to offer on this issue, but here are two great resources.  The first is the OSERS policy guidance on Free Appropriate Public Education (FAPE), which says, among other things, that all IEPs must be standards-based.  The second is the "IEPs Based on the DLM Essential Elements" module developed by Karen Erickson and her colleagues at the Center for Literacy and Disability Studies.  The DLM IEP module includes the following example for developing an ELA goal for a student with significant disabilities in the 7th grade. 

1. The team identifies an area of priority for the child's IEP:  ELA Conceptual Area 1.3 Integrating Ideas and Information from Text.
   
2. The team generates a statement of the student's present level of academic and functional performance relative to the student's ability in this conceptual area.  The team develops an annual goal:  "Given familiar, beginning-level texts, Pat will integrate ideas and information to compare two or more text elements for at least five different texts by the end of this IEP cycle."
   
3. The team considers the DLM Essential Elements for 7th grade that are related to Conceptual Area 1.3. These Essential Elements specify the types of elements that Pat will compare. The skills required to do this can be translated into short-term objectives. In this example, the team has prioritized Essential Elements EE.RL. 7.3 Determine how two or more story elements are related and EE.RL.7.6. Compare the points of view of two or more characters or narrators in a text.
   
4. The team then considers how the Essential Elements translate into measureable short-term objectives for Pat. This example shows that the team wrote two short-term objectives to go with Essential Element EE.RL.7.3.
   
   • Objective 1.  Given familiar beginning level text, Pat will read to compare two characters identifying two or more similarities across five different texts.
     
   • Objective 2.  Given familiar beginning level text, Pat will read to compare two settings identifying two or more similarities across five different texts.
     
5. And one for Essential Element EE.RL.7.6.  
   
   • Objective 3.  Given familiar beginning level texts, Pat will read to compare the point of view of two characters identifying two or more similarities across five different texts.
     

Each objective begins by specifying the context within which Pat will accomplish it. That is, she will have familiar, beginning level text. This means she will have easy to read text that she has read more than once. Then, each specifies the behavior Pat will demonstrate: read to compare two characters; read to compare two settings; and read to compare the point of view of two characters. Finally, each specifies the criteria, two or more similarities across five different texts.

]]>Tue, 26 Apr 2016 21:14:43 GMThttps://www.litdis.com/blog/music-and-literacyI have a music therapy student in my Teacher as Researcher class this semester.  She's made me think a little bit more about the role music might play in helping children, especially emergent readers and writers, learn to read and write more conventionally.  I'll add some more thoughts later, but I wanted to share a reference I was asked about by a webinar participant today: 
P. Vaiouli and A Friesen (2016). The Magic of Music:  Engaging Young Children with Autism Spectrum Disorders in Early Literacy Activities with their Peers.  Childhood Education, 92 (2), 126-133.  I've requested a copy through inter-library loan, and I'll let you know what I think after I receive it.
]]>Wed, 16 Mar 2016 19:53:10 GMThttps://www.litdis.com/blog/webinar-2-ersi-assessmentERSI handouts are found at this Dropbox folder.  I will delete it April 27, 2016.
]]>Tue, 26 Jan 2016 15:40:08 GMThttps://www.litdis.com/blog/3rd-annual-camp-alecThe third annual Camp ALEC literacy camp for students who use augmentative communication (AAC) and professionals who work serve them is set for Aug.14-20, 2016 at Indian Trails Camp near Grand Rapids, MI.  This camp provides a unique opportunity for children and adolescents who use AAC to enjoy an amazing week at camp (including flying through the trees in a harness, toilet papering Gina and Tina's cabin, starring in a music video and talent show, going to a very cool dance, and doing lots of reading and writing that kids may not have realized could be so personal, so interesting, so fun!  The camp enables professionals (teachers, SLP's, AT specialists, OT's), who have participated in one of Karen Erickson's and my week-long Level 1 literacy courses to engage in advanced work in assessment and instruction, to practice with very cool kids all week, and the get coaching from folks who care. Applications are available at the Camp ALEC website.  You can learn about what camp is like at Carol Zangari's wonderful blog,PrAACtical AAC, or by reading this adult participant's post about last summer, at the Camp ALEC Facebook page, or Jordan Carson's tv news story and video.
]]>Tue, 26 Jan 2016 15:21:39 GMThttps://www.litdis.com/blog/independent-reading-and-writing-for-emergent-readers-and-writersHey, Michigan folks, post your independent reading and writing success stories here.  Ask questions if something is not working.  If you think what you're doing is a complete waste of time, don't quit, talk about the problems and challenges here.  If you don't believe in your kids, who will?  Remember, you're not expecting immediate readers or conventional writers.  You're building environments where kids, who historically no one has believed in, get to behave like readers and writers, and you get to observe, model, interact, encourage and learn what you need to teach them in mini-lessons or predictable chart writing, or shared reading experiences.  Here's a link to the Jan. 26 webinar handout.
]]>Mon, 11 Jan 2016 21:42:00 GMThttps://www.litdis.com/blog/12th-annual-literacy-camp-in-mn-june-19-24Barb Wollak has updated the website with information regarding the 12th Annual Literacy Camp at Camp Friendship near Annandale, MN June 19-24.  12th?!?!  Hard to believe Karen Erickson, Barb, and I have now conducted this camp for professionals and adolescents with disabilities for 12 years now.  Camp is great opportunity for MN educators and related services providers to learn about literacy education for students with disabilities, practice what you're learning in a fun environment, and for kids with disabilities to have a fun week and go home with a report of literacy recommendations.  Hope to see you there.
]]>Fri, 04 Dec 2015 14:08:18 GMThttps://www.litdis.com/blog/emergent-literacy-questionsMichigan folks, please post any questions you have in preparation for Follow-Up Meeting #1, 2, and 3 below as comments to this post.  I'll do my best to respond to them when we get together online and also in future blog posts.  Happy to have folks who aren't from Michigan join the blog conversation as well:)
]]>Fri, 04 Dec 2015 14:06:05 GMThttps://www.litdis.com/blog/predictable-chart-writingHey, Michigan folks, here's your assignment for Follow-Up Meeting #1:

Begin doing a predictable chart this week with your class.  If you've already begun doing them, 3 cheers!  If you begin Monday, Dec. 7, you can be 3-4 steps into the process before we meet online.  Remember the steps (one lesson or day at a time, not all at once).

Lesson 1. Write the chart with the kids on large chart paper.  Choose a predictable pattern (couple of examples below) and have the kids contribute the ending through core, fringe, or choices (many, not 1-2):

• I like...
  
• I like to eat...
• I like to play...
• The Spartans/Wolverines are...

Reread each sentence aloud with group as it is created.  Reread whole text together as group when it is done.

Lesson 2.  Work the chart.
Reread the chart together.  Point to each word and read clearly and smoothly.
Give the kids a chance to point and direct the group's reading (remember, if you are doing this, they can't read, so read loudly and they will chime in a half beat behind you.  If they can vocalize, they should do that (and you should call it "reading aloud" not something else).  If that takes too much effort, they should follow with their eyes and "read along" in their heads with you.  Children who are blind can follow along with fingers as long as you have Braille (I know they can't read Braille--they're fingers will be learning just like other children's eyes as you do this activity.)

After a couple of read-alouds, analyze the texts.  E.g.,

• Let's count the number of words.
  
• Who can find a word that begins with our letter of the week?
• What is the shortest word in each sentence?
• Which word begins with L?
• etc.
  

Just do a few of these examples or others.  No expectation that they can do any of these.  You ask, give response opportunity, build on anything they say.  Tell them how smart they are to figure out whatever they respond to. 

So, e.g., you say, "Who can find the shortest word?" and Dontrelle points to his name, which is not even close to shortest.  "Dontrelle, you found your name.  Look everybody, here's Dontrelle's name.  Dontrelle you are so smart!  Everybody, look in Dontrelle's sentence.  This word is "a."  It is the shortest word in Dontrelle's sentence.  Class cheer for Dontrelle everybody!"

Reread the chart together at the end of the lesson.

Lesson 3.  Reread the chart at the beginning and end of the lesson and:

Work with kids to cut up sentences into words.  If they can do it physically, let them.  If not, have them guide you with grunt/squeak/point/any indication where you should cut up the sentence strip.  Have tape handy, be prepared to tape back together, and then show them the space and where you are cutting.  Then present the words in random order and have them try to match to the chart model.  Once it is in order, with your negotiation as needed, then read it aloud, compare and contrast with the model. 

Lesson 4.  Be the sentence.
Reread the chart at the beginning and end of the lesson and then:

Cut another sentence from the chart apart with child guidance.  Tape as needed, show them where to cut it apart as needed, give one word to each kid, and have them try to put their sentence in order to match the chart.  When finally in order, read it aloud as a group.  Give words to other kids, or new words to same kids, repeat a few times.

Lesson 5. 

Reread the chart at the beginning of the lesson, then:

Give each student a sentence, again to cut apart into words, glue/add to paper/digital text.  Once in correct order, glue/tape/save.  Illustrate with kid's drawings/scribbles or choose pictures from Flickr.  Add kids' names to their pages.

Reread the book together.  Make sure copy is available online (e.g., Tarheel Reader) and/or as hard copy in your classroom library for independent reading time.

If you need a refresher, watch the DLM video tutorial on predictable chart writing, http://dlmpd.com/.

Observe closely as you do these activities:  What do the students know/need to learn?  Which students demonstrate understanding of letters?  Words?  How do you know?  What do you observe?  Write up your observations and share below as comments.  Post your questions about predictable chart writing here.
]]>Wed, 07 Jan 2015 01:18:36 GMThttps://www.litdis.com/blog/setting-up-a-literacy-classroomIn a recent post on the Angelman, Literacy, and Education Facebook page that an education association in her area offers grants of up to $20,000.  The educator posting the message wanted ideas on what she could get with such funds to build an "innovative 'Wow'" classroom.  She wanted best practice ideas and materials wish lists.  Here's a stab at that.

First Things First 
If you're going to get stuff to implement best practice in your classroom, you ought to start by informing yourself about what constitutes best practice in literacy instruction for students with significant disabilities.  I base my response here on:

(a) a belief that good instruction is good instruction (i.e., I believe all human beings learn to read and write in essentially the same ways, but that students with significant disabilities require greater consideration about how to make good instruction accessible);
(b) good instruction isn't good until and unless children choose to read and write more often and more successfully when they don't have to as a result of that instruction;
(c) good instruction is only good to the extent that it increases students' ability to read with greater comprehension and compose messages with greater clarity.

So, here are the best sources for figuring out what constitutes best practice in literacy (particularly for students with significant disabilities) in the most organized and research-based ways:

• Invest some some of that money in a week-long short course that Karen Erickson and I teach in various locations each summer.  You can find the 2015 summer list here.  The course will introduce you to theoretical models and frameworks, practical assessments, instructional strategies, and resources.  That is, it will help you begin to organize your thinking about best practices and begin to put them into place in your own work.
• Invest some time in reading all of the information and resources provided by the Center for Literacy and Disability Studies. 
• Invest significant time in viewing and working with the online modules in math, language, communication, reading, and writing at the DLM Professional Development site.  These modules are full of specific examples, children's work samples, video samples, and teaching ideas.  The self-directed modules are intended for individuals who just want to learn on their own.  The facilitated modules are intended for school systems who want to organize continuing education.  I like the facilitated modules best, because they have more information.
• Purchase a copy of Children with Disabilities:  Reading and Writing the Four Blocks Way for a whopping $13.99.  Ignore the technology ideas, which are mostly outdated, and read to understand the framework and instructional suggestions.  (Karen and I are working on a new book that will be done in 2015.)

Here's one more piece of advice if you wish to implement best practice in literacy for students with significant disabilities:
• Ignore any paper, chapter, website, book, speaker, video, presentation, handout, physician, administrator or other source that uses language like "prerequisites" or "readiness" or "functional literacy" or talks about only some students and not others being "candidates for literacy instruction" or suggests that literacy can only be learned by "higher functioning" students.  Translate any of this kind of information as "we, the authors/speakers of these ideas do not have sufficient experience or creativity or energy to figure out how to teach children with complex needs how to read and write.  We don't understand how important it is that your child typed GO GMN in his car seat when you were on your way to Grandma's.  We don't understand how difficult it has been with your child's complex health, communication, physical, sensory, and other needs to make print and learning sufficiently available for him.  We don't understand the power of literacy for communication, independence, confidence, employment for individuals with significant disabilities.  We are unwilling to continue problem-solving because we tried once/twice/(some number of times) and the children did not progress, so it must be their fault and not ours that they did not learn."

So you just spent somewhere in the neighborhood of $1,500 or so in tuition, travel, and materials, if you follow the suggestions above.

More to come in the next few days on:  reading comprehension resources, writing instruction resources, self-selected reading, and letters, sounds, and words instruction.]]>