Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs

Johnston, Susan S.; O’Keeffe, Breda V.; Stokes, Kristen

doi:10.1177/0040059918802808

Cited by 7 publications

(3 citation statements)

References 31 publications

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“…The selection of a suitable service is carried out taking into account the individual characteristics of children (Johnston et al, 2018). The main principles for developing these technologies are: the right of each child to individually determine the amount of material studied with the help of a teacher; the right of every child to participate in the development of democratic school rules; the right of each child to make meaningful independent choices in learning situations; the use by all participants of the educational process of the necessary forms of communication for communicating with alternative children.…”

Section: Resultsmentioning

confidence: 99%

Nclusive Learning Technologies At The Us Modern School

Бессарабова¹

2020

European Proceedings of Social and Behavioural Sciences

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The relevance of the research topic is due to the leading role of inclusive education in organizing work with students who have alternative physical or mental development. Education by this category of citizens is one of the basic and inalienable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities. The results of the study showed that due to the variety of technologies it is advisable to systematize them into the following groups: pedagogical management technologies allow taking into account the functions of all participants in the learning process, but the teacher remains the main coordinator of this process; mutual support technologies consider the creation of a democratic atmosphere in the school and community as an important condition for an inclusive environment; service technologies to meet the special educational needs of the alternative child, which mean the appropriate mechanism for providing the child with the services that facilitate its inclusion in the general educational environment; tutoring technologies, involving the constant help of a tutor. The practical value of the research results lies in the fact that the results can serve as the basis for the design of the inclusive learning process in domestic educational institutions in the development of new technologies, methods and techniques for working with alternative students; the formation of an inclusive educational environment in an educational institution and the development of multicultural competence as an integral quality of the personality of any specialist in the world.

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Section: Resultsmentioning

confidence: 99%

Nclusive Learning Technologies At The Us Modern School

Бессарабова¹

2020

European Proceedings of Social and Behavioural Sciences

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“…Early literacy skill activities, such as shared storybook reading, are fundamental to language and literacy development. However, children with disabilities, especially those with complex communication needs, often have fewer opportunities and lower levels of participation in these activities than their typically developing peers (Johnston et al, 2018; Kent-Walsh et al, 2010). For these children, traditional approaches to supporting participation in early literacy activities, which depend on oral speech, are not enough (Johnston et al, 2018).…”

Section: Shared Storybook Reading For Children With Complex Communicamentioning

confidence: 99%

Supporting Communication and Participation in Shared Storybook Reading Using Visual Scene Displays

Bhana

McNaughton

Raulston

et al. 2020

TEACHING Exceptional Children

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“…The authors of additional studies and literature reviews have made recommendations for teaching literacy skills to students with ESN. These include having students select letters, words, or pictures from an array (Johnston et al, 2018); using modeling, guided practice, verbal prompts, prompting hierarchy, opportunities for practice, error feedback, and time delay (Fallon et al, 2004; Fredrick et al, 2013); and incorporating essential reading elements (e.g., phonics, phonemic awareness, fluency, comprehension, vocabulary) in instruction (Allor et al, 2014).…”

mentioning

confidence: 99%

Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading

Frates

Spooner

Collins

et al. 2022

Research and Practice for Persons with Severe Disabilities

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The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.

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Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs

Cited by 7 publications

References 31 publications

Nclusive Learning Technologies At The Us Modern School

Nclusive Learning Technologies At The Us Modern School

Supporting Communication and Participation in Shared Storybook Reading Using Visual Scene Displays

Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading

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