Embracing a Holistic Approach
The Virginia Literacy Act ensures every student in kindergarten to grade five will receive core literacy instruction based in scientifically based reading research and evidence-based literacy instruction and, every teacher will use evidence-based literacy curriculum, use student-level data to inform instruction and intervention, and participate in training on evidence-based literacy instruction. This includes students with complex needs and the special educators who teach them!
Understanding the Context
Ultimately, teaching literacy to students with significant disabilities requires a commitment to a holistic and individualized approach. It’s about looking past just following an approved curriculum in order to embrace innovative, personalized, and inclusive strategies. By focusing on the unique needs of each student and collaborating with a wide range of professionals, we can create meaningful and effective literacy experiences that empower ALL students to succeed. When it comes to teaching literacy to students with significant disabilities, the science of reading provides a foundational structure. While an approach grounded in the science of reading still applies, students with significant disabilities often require tailored strategies and embedded specially designed instruction that extend beyond what is covered by legislation. To truly meet the diverse and complex needs of these learners, educators must also utilize these additional strategies since learner profiles are highly individualized, with a range of cognitive, sensory, communication and physical needs that necessitate more specialized methods.
We can look to two resources to help us do just that: 1) The Conditions for Learning Literacy, developed by Karen Erickson and David Koppenhaver; and, 2) The High-Leverage Practices, brought to us by the CEEDAR Center in partnership with the Council for Exceptional Children (CEC).
In doing so, we not only meet legislative requirements, but also honor the individuality and potential of each learner, paving the way for a more equitable educational landscape.
Moving Beyond a Standard Approach
“We do not believe that a different curriculum is required in order for children with disabilities to succeed in learning to read and write. We have learned, however, that teachers must attend consciously and thoughtfully to the significant learning differences of children with disabilities in order to make good instruction accessible to these students.”
–Karen Erickson and David Koppenhaver
1) The Conditions for Learning Literacy
These conditions can play a transformative role in literacy instruction for students with complex support needs and work in conjunction with the Virginia Literacy Act. Here are a few:
- Comprehensive Instruction: The core areas of evidence-based literacy instruction should be integrated and explicitly taught for students to learn to read with comprehension, write to convey thinking, and communicate autonomously.
- Knowledgeable Others: With families, working together across discipline areas can help expand the network of educators who support learning, especially when shared high expectations and the belief ALL students can learn to read and write are prevalent.
- Means of Communication and Interaction: For students with significant communication challenges, AAC systems and other means may be used to facilitate interaction and expression, supporting their literacy development.
- Significant Time Allocation: It is important to prioritize sufficient time to comprehensive literacy instruction daily, across subject areas and during noninstructional times, without necessarily pulling students from core instruction, to go further than just the required time tied to IEPs and intensified small group instruction.
Note: With the aligned focus on maximizing the amount of time each student spends actively engaged in literacy opportunities, check out VDOE and the Virginia Literacy Partnership’s Guidance for Early Intervention Reading Initiative (EIRI) and IEP/504 Plans for students who have an IEP in combination with a VLA student reading plan.
2) The High-Leverage Practices (HLPs)
There are 22 HLPs intended to address the most critical practices that every special education teacher should use which have shown to improve student outcomes when implemented. For teaching literacy to students with significant disabilities, there are several to consider alongside VLA. They include:
- HLP 1: Collaborate with professionals to increase student success.
- HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
- HLP 7: Establish a consistent, organized, and respectful learning environment.
- HLP 13: Adapt curriculum tasks and materials for specific learning goals.
- HLP 19: Use assistive and instructional technologies.
More from T-TAC ODU
Online Module – 10 Conditions for Literacy Success for Students with Significant Disabilities
Based on findings from Karen Erickson and David Koppenhaver, and in their book Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write, there are 10 conditions necessary for providing high-quality and comprehensive literacy instruction to students with significant disabilities. This course provides a brief introduction to each of the 10 Conditions for Literacy Success for Students with Significant Disabilities.
Save the Date – VESOL Alliance
The VESOL Alliance is a full-day professional learning experience designed to help K-12 educators improve their VESOL-based content instruction, which includes reading and writing. Join us for a day of innovation & collaboration that will include VESOL-based lesson demonstrations and instructional resources. Registration opens on 9/16!
Coming Soon – Literacy Possible
Literacy Possible is 4 days of in-person training, where we focus on quality instruction across six areas of comprehensive literacy for students who have significant support needs. Sign up to receive updates from T-TAC ODU to hear about opportunities such as Literacy Possible and more! Along with Literacy, be sure to select Intellectual Disabilities, Assistive Technology, and Autism as interest areas to receive related announcements.
