Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs
dc.contributor.advisor | Evmenova, Anna S. | |
dc.contributor.author | Ainsworth, Melissa Kay | |
dc.creator | Ainsworth, Melissa Kay | |
dc.date.accessioned | 2015-02-12T02:57:38Z | |
dc.date.available | 2015-02-12T02:57:38Z | |
dc.date.issued | 2014 | |
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. | |
dc.format.extent | 301 pages | |
dc.identifier.uri | https://hdl.handle.net/1920/9173 | |
dc.language.iso | en | |
dc.rights | Copyright 2014 Melissa Kay Ainsworth | |
dc.subject | Special education | |
dc.subject | Reading instruction | |
dc.subject | Education | |
dc.subject | ALL Curriculum | |
dc.subject | Augmentative and Alternative Communication | |
dc.subject | Autism | |
dc.subject | Group Instruction | |
dc.subject | Intellectual Disability | |
dc.subject | Literacy | |
dc.title | Effectiveness of the ALL Curriculum to Teach Basic Literacy Skills to Groups of Students with Severe Disabilities and Complex Communication Needs | |
dc.type | Dissertation | |
thesis.degree.discipline | Special Education | |
thesis.degree.grantor | George Mason University | |
thesis.degree.level | Doctoral |
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