Emergent Literacy Supports for Students who are Deaf-Blind or Have Visual and Multiple Impairments: A Multiple-case Study

McKenzie, Amy R.

doi:10.1177/0145482x0910300507

Cited by 20 publications

(24 citation statements)

References 7 publications

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“…All children benefit from literacy rich environments in the home and school. For children who are deafblind, this would include books in print and braille, auditory books, tactile books, accessible labeling of literacy materials, interactive software, and adapted commercial books [145]). In a 2019 study of emergent literacy materials and strategies in classrooms with students who are deafblind or with multiple disabilities and visual impairment, McKenzie found that teachers most often provided lessons on the daily news, morning circle, read alouds, and schedules.…”

Section: Literacymentioning

confidence: 99%

“…Supported writing activities, shared reading, and choice-making were offered less frequently. She suggested the need for literacy centers, accessible labeling, increased read alouds, opportunities to scribble, increased IEP objectives on literacy, and a learning media assessment to determine the best medium for presenting and producing literacy to each child [145].…”

Section: Literacymentioning

confidence: 99%

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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

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Section: Literacymentioning

confidence: 99%

Section: Literacymentioning

confidence: 99%

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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“…Comprehensive communication programming should address • • forms/modes, • • intents/functions, • • content/vocabulary, and • • context, including the establishment of activities and routines, the physical environment, communication partner skills, and pragmatics (Bashinski, 2011;Bruce, 2002;Crook, Miles, & Riggio, 1999a, 1999bGoodall & Everson, 1995;McKenzie, 2009;Miller, Swanson, Steele, Thelin, & Thelin, 2011).…”

Section: Communicationmentioning

confidence: 99%

“…All learners benefit from a literacy-rich environment (McKenzie, 2009 Learners who are deafblind require ample hands-on experiences to ensure that they understand the concepts expressed in books because they have few, if any, opportunities to gain information incidentally by listening or observing (Miles, 2005). The van Dijk Curricular Approach includes sequential memory strategies and symbolic instructional strategies to support literacy development through a child-guided approach (MacFarland, 1995).…”

Section: Supporting Literacy Developmentmentioning

confidence: 99%

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Luckner

Bruce

Ferrell

2015

Communication Disorders Quarterly

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The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida (http://ceedar.education.ufl.edu/) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards. One of the objectives of the project is to organize and synthesize the literature on evidence-based practices for students with disabilities. The purpose of this article is to share a summary of the evidence-based practices in the areas of communication and literacy for students who are deaf, hard of hearing, visually impaired, or deafblind, as well as recommendations for service providers and researchers.

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“…In an observational study of the literacy experiences of students with deafblindness and multiple disabilities including visual impairments, McKenzie (2009) found that in the seven selfcontained classes observed, daily news, reading aloud, following activity schedules, and morning circle were the most common literacy activities. Observational studies of literacy instruction for students with severe disabilities have found that instruction might not reflect recommended practices.…”

Section: Documentation Of Literacy Practices For Students With Severementioning

confidence: 99%

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Ruppar

2014

Remedial and Special Education

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Literacy has been widely identified as a curricular priority for students with severe disabilities (Agran, 2011) and has recently been the focus of a growing body of intervention research. For adolescents, perspectives on appropriate literacy content, contexts, and materials are widely divergent, as the relative importance of academic and functional skills is more contested than in earlier grades (Bouck, 2009;Browder, Trela, & Jimenez, 2007;Copeland & Keefe, 2007). Despite increased attention on literacy for students with moderate and severe disabilities in recent years, the impact on practice has not been measured (Copeland, Keefe, Calhoon, Tanner, & Park, 2011). To make recommendations for improving literacy instruction, it is constructive to understand the current state of practice. Literacy for Students With Severe DisabilitiesWhen designing instruction, four key decisions must be made: (a) What will students learn? (b) Where will students learn? (c) What materials will they use? and (d) How will students demonstrate learning? Each of these decisions is interconnected and must be guided by a conceptual framework (Ruppar, Roberts, & Olson, 2014). In literacy, teachers' decisions have historically been guided by a narrow focus on sight word instruction, often without reference to a broader communicative purpose (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). Research strongly supports that students with severe disabilities can acquire sight words through systematic instruction (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009). Recently, researchers and teachers have recognized that literacy should be more comprehensive (Browder et al. 2006). Browder and colleagues thus adopted a broader conceptual framework, focusing on phonemic awareness, phonics and print awareness, vocabulary, fluency, and comprehension (National Reading Panel [NRP], 2000). This line of research continues and has been highly influential in the field (e.g.

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Emergent Literacy Supports for Students who are Deaf-Blind or Have Visual and Multiple Impairments: A Multiple-case Study

Cited by 20 publications

References 7 publications

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

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