Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs
Date
2014
Authors
Ainsworth, Melissa Kay
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Description
Keywords
Special education, Reading instruction, Education, ALL Curriculum, Augmentative and Alternative Communication, Autism, Group Instruction, Intellectual Disability, Literacy