Learning Objective: Engage with theories and practices related to Literacy for Everyone and AAC technology to promote literacy skills and self-expression in person and through digital mediums.
As I reflect on my many years of teaching and my experiences working with students of all abilities, I am reminded of the immense potential of every student. My mission is to create a solid literacy foundation for the children at PANDA AAC Camp and continue to use the knowledge, techniques, and skills I have gained in promoting a literacy foundation for every student in my school.
Alphabet knowledge and phonological awareness are the critical building blocks of literacy. Alphabet knowledge connects print to speech, encompassing letter naming, letter writing, and letter sound recognition. On the other hand, phonological awareness involves identifying and manipulating sounds in oral language. While students with significant disabilities may face challenges in developing these skills, opportunities for learning must be created to ensure learning and application in reading and writing.
The importance of alphabet knowledge becomes increasingly evident in the first two years of reading development for students with significant disabilities. They require time to learn how to utilize their knowledge of letter sounds to decode and read words. By providing regular opportunities to apply student learning, sustained instruction over months and years allows these students to develop alphabet knowledge and utilize it effectively for reading and spelling.
Phonological awareness, although more challenging for students with significant disabilities, can be developed through explicit and embedded instruction. By focusing on helping students figure out how to determine answers rather than simply providing them, we empower them to engage in the process actively. Teaching should be brief, repetitive with variety, and include modelling, scaffolding, and opportunities to practice. It is crucial to help students develop an awareness of words, syllables, rhyme, and alliteration in oral language, integrating explicit phonological awareness activities with meaningful language and literacy interactions.
Emergent reading encompasses the conventional reading experiences and understandings of learners. Students with significant disabilities often fall into this category, requiring integrated and comprehensive instruction that includes shared and independent reading to facilitate their transition to conventional reading with comprehension. Shared reading, an evidence-based instructional approach, fosters interaction between adults and students as they enjoy books together. Structured shared reading strategies, such as “Follow the CAR” and “Put the CROWD in the CAR,” enhance engagement and interactions, improving language development.
Independent reading and exploration of print play a crucial role in comprehensive emergent literacy intervention. Even for emergent readers who cannot yet read words, engaging with picture books, accessing online versions with read-aloud and word-by-word highlighting options, following along as their partner reads, and reading closed captions on movies and videos provide valuable opportunities for independent reading. With accommodations and electronic reading materials, students with significant disabilities can engage in independent reading, and emerging technologies continue to expand these possibilities.
Emergent writing, akin to emergent reading, encompasses learners’ writing experiences and understandings before they learn how to write conventionally. Unfortunately, students with the most significant disabilities often have limited opportunities to develop their writing skills. By implementing the four processes of literacy skills developmentāobservation, collaboration, independent practice, and performanceāwe can foster a supportive environment that motivates students to write and helps them gain confidence in their abilities. Providing daily writing opportunities, modelling the writing process, demonstrating writing conventions, and creating a desire to write are essential steps in nurturing emergent writing skills.
In conclusion, my belief in the ability of students with disabilities to learn to read and write is unwavering. By establishing a foundation for literacy, I strive to empower these students and provide them with the tools, opportunities, and supportive environments they need to succeed. We can ensure all students, regardless of their abilities, through comprehensive instruction, personalized approaches, and a dedication to high expectations are empowered by literacy.