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.advisorEvmenova, Anna S.
dc.contributor.authorAinsworth, Melissa Kay
dc.creatorAinsworth, Melissa Kay
dc.date.accessioned2015-02-12T02:57:38Z
dc.date.available2015-02-12T02:57:38Z
dc.date.issued2014
dc.description.abstractFor 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.
dc.format.extent301 pages
dc.identifier.urihttps://hdl.handle.net/1920/9173
dc.language.isoen
dc.rightsCopyright 2014 Melissa Kay Ainsworth
dc.subjectSpecial education
dc.subjectReading instruction
dc.subjectEducation
dc.subjectALL Curriculum
dc.subjectAugmentative and Alternative Communication
dc.subjectAutism
dc.subjectGroup Instruction
dc.subjectIntellectual Disability
dc.subjectLiteracy
dc.titleEffectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs
dc.typeDissertation
thesis.degree.disciplineSpecial Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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