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Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs

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dc.contributor.advisor Evmenova, Anna S.
dc.contributor.author Ainsworth, Melissa Kay en_US
dc.creator Ainsworth, Melissa Kay en_US
dc.date.accessioned 2015-02-12T02:57:38Z
dc.date.available 2015-02-12T02:57:38Z
dc.date.issued 2014 en_US
dc.identifier.uri http://hdl.handle.net/1920/9173
dc.description.abstract For students who have severe and multiple disabilities including intellectual disabilities, complex communication needs, physical and/or sensory disabilities, there are many barriers to literacy acquisition. Some barriers are a result of extensive support needs, some due to the attitudes and low expectations of parents, teachers, and administrators, and some are due to a general shortage of evidence-based research supporting effective instructional strategies for use with this student population (Agran, 2011; Bailey, Angell, & Stoner, 2011). However, literacy remains a "critical component of an independent adult life" (Downing, 2005, p. 12). Literacy also remains an elusive reality for many individuals with severe and multiple disabilities. en_US
dc.format.extent 301 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2014 Melissa Kay Ainsworth en_US
dc.subject Special education en_US
dc.subject Reading instruction en_US
dc.subject Education en_US
dc.subject ALL Curriculum en_US
dc.subject Augmentative and Alternative Communication en_US
dc.subject Autism en_US
dc.subject Group Instruction en_US
dc.subject Intellectual Disability en_US
dc.subject Literacy en_US
dc.title Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Special Education en
thesis.degree.grantor George Mason University en


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