Using a Picture Task Analysis to Teach Students with Multiple Disabilities

Roberson, Wynelle; Gravel, Jane S.; Valcante, Gregory C.; Maurer, Ralph G.

doi:10.1177/004005999202400404

Cited by 3 publications

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Teaching Picture Reading as an Enabling Skill

Alberto¹,

Fredrick²

2000

TEACHING Exceptional Children

View full text Add to dashboard Cite

δ s a S Lights, c a m e r a , action! Use photogra phy and fun interactive g a m e s to extend your students' language arts slcills. In the process, you m a y augment m u c h of your classroom instruction and build in ways for classmates to c o m m u n i c a t e effectively with o n e another and with the teacher. B y identifying photos of themselves a n d o f familiar objects in the classroom, playing active group g a m e s with the photos, and b e c o m i n g famil iar with "wordless b o o k s , " chil dren with disabilities develop kFR09.their language skills in ways that enable them to learn in m a n y areas.T h i s article presents a 5-step s e q u e n c e for teaching students to read pictures.T h e steps are s e q u e n c e d for content and c o m p l e x ity of picture, student r e s p o n s e requirement, and language d e m a n d .T h e "reading" of a picture is expressed through l a n g u a g e . T h e r e f o r e , t h e teacher is able to construct layers of lan guage type and usage. To include all class m e m b e r s , all language c o m p o nents o f the steps can b e performed THROUGH "PICTUREREADISG," TEACHERS CAN CONSTRUCT LAYERS OF LANGUAGE TYPE AND USAGE WTTH ALL STUDENTS flV 7ΉΕ CLASSROOM. verbally or with a student's augmenta tive/alternative c o m m u n i c a t i o n system. S t e p 1 : Identify P e r s o n T h e t e a c h e r takes a picture o f e a c h stu dent. T h e t e a c h e r holds up e a c h picture; and, individually or in unison, students identify t h e person in e a c h of the pic tures. T h e i n c o r p o r a t i o n o f c h o r a l responding increases the n u m b e r of opportunities to respond and provides peer modo n H ? i eling ( K a m p s , D u g a n , Leonard, & Daoust, 1 9 9 4 ) . T h e t e a c h e r then places the pic tures face down. In turn, e a c h student picks up a picture, turns it over, identifies the person in the picture, and hands the picture to that classmate. T h e t e a c h e r then asks the c l a s s m a t e , "Is this y o u ? " T h e pictured c l a s s m a t e n o w selects a n o t h e r picture. Over several s e s s i o n s , as the stu dents are able to identify their class m a t e s in t h e pictures, the t e a c h e r b e g i n s to i n c o r p o r a t e l a n g u a g e -e x p a n s i o n questioning. At this point, the t e a c h e r m a y a s k descriptive q u e s t i o n s like these: W h a t is J a m e s wearing in the pic ture? Point to s o m e t h i n g green that J a m e s is wearing. W h a t is yellow in this picture? W h a t color is J a m e s ' shirt in the picture? W h a t color shirt is J a m e s wearing today? S t e p a : i d e n t i f y O b j e c t T h e t e a c h e r takes pictures o f various o b j e c t s found in t h e c l a s s r o o m or a s s e m b l e d by the teacher. T h e t e a c h e r holds up e a c h picture, and the students individually or in unison identify (label) e a c h of the objects. T h e pictures are then placed face d o w n . In turn, e a c h student picks up a picture, turns it over, identifies the o b j e c t ,...

show abstract