Accessible Reading Approaches for Students with Disabilities Christopher Johnstone Ann Clapper

National Center on Educational Outcomes (NCEO)

Accessible Reading Approaches for Students with

Disabilities

Christopher Johnstone

Ann Clapper

National Center on Educational Outcomes (NCEO)

Goals of Session

PWBAT:

• Explain modalities

• Match Standards with themes

• Use knowledge of modalities in the teaching process

National Center on Educational Outcomes (NCEO)

Research StudyDetermined themes in states’ reading and language arts standards and examined variation in standards across grades and possibilities for alternative means of accessing print

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Findings

1. There are common themes in standards across states

2. These themes extend far beyond the acquisition of specific decoding skills

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Themes: State Academic Content Standards Define

Reading As: Acquisition of specific skills

Knowledge of elements or conventions in language

Interactive, thinking activity

Problem-solving tool

Catalyst for personal growth

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Examples of Specific Skills Standards (Theme 1)

• Phonemic Knowledge

• Word Recognition

• Fluency

• Literal Comprehension

• Non-phonemic Skills

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Examples of Conventions Standards (Theme 2)

• Literary Elements

• Expository Elements

• Language Conventions

• Context

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Examples of Interactive/Thinking Standards (Theme 3)

• Inferential Comprehension• Critical Analysis• Higher Order Thinking• Thinking About Reading Strategies• Reflect upon Literature• Relate to Real Life• Compare• Question• Respond

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Examples of Problem Solving Tools (Theme 4)

• Mine Information

• Organize Information

• Problem Solve

• Follow Directions

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Examples of Catalyst for Personal Growth Standards (Theme 5)

• Diverse Purposes

• Personal Growth

• Vocabulary Development

• Socialization

• Reflection: Self

• Reflection: Culture

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What does this mean for students with disabilities?

Some students are unable to read standard print (because of blindness, visual impairment, learning disability, physical disability, concentration disability, or health impairment)

Many standards can be met by alternative routes or modalities

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Assumptions that standards can only be met via visual interaction with

print…• Have serious implications for students with

challenged ability to access print, creating barriers to learning and educational growth

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Minnesota’s Reading and Literature Strands

A. Word Recognition, Analysis, and Fluency

B. Vocabulary Expansion

C. Comprehension

D. Literature

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Alternative Ways (Modalities) to Interact

with Print Visual (look at print)

Tactile (Braille)

Auditory (listen to reader or tape)

Multi-sensory (screen reader)

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Challenge to Educators

Clarify standards to be measured – and whether alternative ways of interacting with print are consistent with those standards.

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Intersection of Modalities and Theme 1 (Specific Skills)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Phonemic Knowledge

X X

Word Recognition

X X

Fluency X X

Literal Comprehension

X X X X

Non-phonemic skills

X X X X

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Intersection of Modalities and Theme 2 (Conventions in Language and Print)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Literary Elements

X X X X

Expository Elements

X X X X

Language Conventions

X X X X

Context X X X X

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Intersection of Modalities and Theme 3 (Interactive/Thinking Activity)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Inferential Comprehension

X X X X

Critical Analysis X X X X

Higher Order Thinking

X X X X

Think About Reading

X X X X

Reflect Upon Literature

X X X X

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Intersection of Modalities and Theme 3 (Interactive/Thinking Activity)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Relate to Real Life

X X X X

Compare X X X X

Question X X X X

Respond X X X X

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Intersection of Modalities and Theme 4 (Problem-Solving Tool)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Mine Information

X X X X

Organize Information

X X X X

Problem Solve

X X X X

Follow Directions

X X X X

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Intersection of Modalities and Theme 5(Catalyst for Personal Growth)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Read for Diverse Purposes

X X X X

Personal Growth

X X X X

Vocabulary Development

X X X X

National Center on Educational Outcomes (NCEO)

Intersection of Modalities and Theme 5 (Catalyst for Personal Growth)

Visual Mode

Tactile

Mode

Auditory

Mode

Multi-Modal

Socialization into Literary Communities

X X X X

Reflection: Self

X X X X

Reflection: Culture

X X X X

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Activities

• Case studies provide an approach to studying how we might approach a real educational issue.

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National Accessible Reading Assessment Projects (NARAP)

Collaborative of DARA

and PARA projects

Conducting research and

development on accessible reading assessment

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