SPN100- Inclusive Literacy Lessons - HandoutWelcome to SPN100 In this course you will examine the content and presentation of literacy lessons for a variety of learners.The following literacy elements will be examined:

ListeningOral LanguagePhonological AwarenessLetter KnowledgePrint AwarenessComprehension

Course Objectives:

By taking notes on the handout and successfully answering assessment questions, participants will meetthe following objectives as a result of taking this course:

List the building blocks of literacy developmentList the guidelines for working with children with special needsDefine visual impairmentList the major types of hearing lossDefine cognitive challengesDefine functional or self-help skillsDefine motor developmentIdentify the sequence of normal speech developmentIdentify the signs of behavioral or social-emotional issuesDefine sensory integration disorders

Note: At one point in this course, participants are expected to reflect and write about topics related totheir own learning and teaching experiences in relation to course content.

References:

Schiller, Pam 2008, and Willis, C. (2008). Inclusive Literacy Lessons for Early Childhood. Gryphon House.

Bredekamp, S., & Copple, C. (2010). Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: NAEYC

Cecil County Public Schools. (2016). Disability Codes. Retrieved July 17, 2016 from

http://cecil.schoolwires.net//site/Default.aspx?PageID=240

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for EarlyChildhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill:The University of North Carolina, FPG Child Development Institute.

Visual Impairments, NICHCY Fact Sheet 3 (2015) https://eclkc.ohs.acf.hhs.gov/hslc/

tta-system/teaching/Disabilities/Services%20to%20Children%20with%20Disabilities/

Disabilities/disabl_fts_00020_061105.html

Deafness and Hearing Loss NICHCY Fact Sheet 3(2015)

http://www.parentcenterhub.org/repository/hearingloss/

Additional References:Bloodgood, J.W. 1999. What’s in a name? Children name writing and literacy acquisition. Reading

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Research Quarterly, 34(3), 342-367 Burgess, S.R. 2006. The development of phonological sensitivity. In D.K. Dickinson & S. B. Neuman(eds), Handbook of Early LiteracyResearch (Vol. 2). New York: The Guilford Press. Dickinson, D.K. & Neuman, Susan B. (Eds.). 2006., Handbook of Early Literacy Research (vol.2). NewYork: The Guilford Press. Dickinson, D.K. & Tabors, P.O. 2001. Beginning literacy with language. Baltimore, MD: Paul BrookesPublishing Co. Dickinson, D.K., McCabe, A., & Essex, M.J. 2011. A window of opportunity we must open to all: The casefor pre-school with high quality support for language and literacy. In D.K. Dickinson & S.B. Neuman(eds.), Handbook of Early Literacy Research (Vol.2). New York: The Guilford Press. Gargiulo, R.M. & Kilgo, J. 2013. An Introduction to Young Children with Special Needs. Albany, NY:Delmar Thomson Learning. Genishi, Celia. Children, Language, and Literacy. Teachers College Press (2009). Gunning, T.G. 2012. Creating literacy instruction for all children, 8th Ed. Boston, MA: Pearson Education,Inc. Hoff, E. 2006. Environmental support for language acquisition. In D.K. Dickinson & S.B. Neuman (Eds.). Handbook of Early Literacy Research (Vol. 2). New York: The Guilford Press. Isbell, R. 2002. Telling and retelling stories: Learning language and literacy. Young Children, 57 (2),26-30. Juel, C. 2006. The impact of early school experiences on initial reading. In D. Dickson & S.B. Neuman (Eds.) Handbook of Early Literacy Research (Vol.2). New York: The Guilford Press. McCardle, P. & Chhabra, V. 2004. The voice of evidence in reading and research. Baltimore, MD: PaulBrookes Publishing Co. McGee, L.M., & Richgels, D.J. 2003. Designing early literacy programs: Strategies for preschool andkindergarten children. New York: Guilford Press. Pogrund, R.L. & Fazzi, D.L., Eds. 2002. Early focus: Working with young children who are blind or visuallyimpaired and their families. Second Edition. New York: American Federation for the Blind. Sandall, S.R. & Schwartz, I.S. 2009. Building blocks for teaching preschoolers with specialneeds. Baltimore, MD: Paul Brookes Publishing Co. Sandall, S., Hemmeter, M.L., Smith, B. J., & McClean, M. 2005. DEC Recommend Practices—Acomprehensive guide for practical application in early intervention/early childhood specialeducation. Missoula, MT: Division of Early Childhood of the Council for Exceptional Children. Singer, D. Golinkoff, R.M., & Hirsh-Pasek, K. (Eds.). 2006. Play=learning: How play motivates andenhances children’s cognitive and social emotional growth. New York: Oxford University Press. Stichter, J.P. & Conroy, M.A. 2006. How to teach social skills and plan for peer social interactions. Austin,TX: Pro-Ed. Willis, C. 2006. Teaching young children with autism spectrum disorder. Beltsville, MD: Gryphon House.

Accountability expectations for preschool teachers have become an issue of great concern and debate. Theemergence of neurological research several decades ago changed education expectations drastically andwith it the expectations for learning in the preschool classroom. Now, both preschool children and theirteachers face greater expectation from families, public school administrators, and the federal government.

This means that preschool teachers must now be clear about the framework of their curriculum and thevalue of their classroom activities. Best practice in early childhood classrooms has always providedlearning experiences for young children. It is now important to organize those experiences and activitiesand be intentional in the delivery.

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The six basic literacy-building skills and concepts in this course are widely accepted among earlyeducators and supported by reading readiness research as the foundation for ensuring that all children willbe successful when formal reading instruction begins.

How Literacy Develops

Listening

Important Fact

Define Listening 

Oral Language Development

Phonological Awareness

Letter Knowledge and Recognition

Print Awareness

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Comprehension

General Guidelines for Children with Special Needs

Guiding a Child Who Is Blind or Visually Challenged

Children with Hearing Impairments

Types of Hearing Loss

Children with Cognitive Challenges

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Children with Speech or Language Delays

Children with Behavioral or Social Emotional-Issues

Sensory Integration Disorders

   

What Can I Do to Help a Child with Sensory Integration (SI) Disorder?

What Can I do to Make Sure that a Child with Sensory Integration DisorderDoes Not Go into Sensory Overload?

Peer Buddy

Basic Peer Buddy Guidelines

 

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Motor Adaptations Adaptive Switches Most battery-operated toys, as well as computer keyboards, are not accessible (user friendly) for children with certain types of physical special needs. Adaptive switches provide an alternate means for children to use toys. Basic switches are used to control the on and off functions of devices, such as tape recorders and battery toys. More sophisticated switches are used to help a child access a computer. The switch can be used either with a device that has been adapted for switch access (such as a special toy) or with an interface (such as a pig-tail adapter) that links the switch to a non-adapted device. Interfaces are inexpensive and are placed next to the battery in the toy and provide a connection to plug the adaptive switch into the toy or recorder. Types of Adaptive Switches � Pressure-sensitive switches that require a press, push, or pull action. � Touch-sensitive switches that respond to a very light touch. � Air-pressure switches, such as a pneumatic grip switch or a sip-and-puff switch. � Small muscle sensors that can sense the voluntary movement of a finger, eyebrow, cheek, or other small muscles. � Infrared beam switches that respond to movement within their “field of vision.” � Sound-sensitive switches. Vendors who carry adaptive switches and battery interrupters Ablenet—www.ablenetinc.com Don Johnston, Inc.—www.donjohnston.com Enabling Devices—www.enablingdevices.com TASH, Inc.—www.tashint.com Adaptive Handles

Adaptive handles are used to help a child pick up an object. Suggestions of how to adapt handles include: 1. Attach foam hair rollers, like those used to curl hair, to the handle of objects creating handles that are easier to grasp. 2. Securing a few crayons together with rubber bands creates a “crayon” that is easier for some children to use. 3. Wrap a few rubber bands around an object, including a single crayon or marker, making the object easier to grasp and handle. 4. Tape metal nuts to a pencil to give it more weight. Page Turners Page turners are used to help a child more easily turn a page in a book. 1. Attach a wooden clothespin to each page. This gives the child a handle to hold when turning the pages. 2. Place a dot of hot glue on the upper left-hand corner of each page. Wait for each dot to cool, before going to the next page. 3. Attach a metal paperclip to the top left-hand corner of each page. This provides something for the child to grasp.

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Finger Spelling

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How Do I Know If a Child Is Oversensitive or Undersensitive? Oversensitive

Vision (sight) � Covers his or her eyes when the

lights are too bright � Is overwhelmed by too many colors

and items in the classroom � Rubs his or her eyes or squints his

or her eyes frequently

Sound � Covers his or her ears � Responds to sounds other children

ignore � Will act as if he or she can’t hear

when you call his or her name, but then responds when a child drops a toy

� Yells with fingers in ears

Smell � Holds his or her nose at common

odors � Sniffs the air or sniffs other people

Touch (tactile) � Gets upset when someone touches

him � Is very sensitive to textures and

materials � Is opposed to getting dirty or

touching certain toys � Scratches at his or her skin or

startles when something touches him

Taste � Gags when he or she eats � Only eats food of a certain texture � Is sensitive to hot or cold foods

Movement � Does not like to move, dance, climb,

or hop � Sways � Seems to walk “off balance”

Undersensitive

� Does not respond to light � Holds items close to his or her face

as if he or she can’t see them � Stares at flickering fluorescent lights

� Speaks loudly � Turns the volume up on the TV or

computer � Sings loudly � Always plays with toys that make

loud � Noises

� Ignores bad odors � May sniff people or toys

� Bumps into people � Chews on items frequently � Is unaware of temperature changes � Is seemingly unable to tell when he

or she is in pain or hurt � Does not cry when he or she falls

down

� Wants only spicy food � Adds a lot of pepper or salt to his or

her food � Licks objects or toys

� Does not get dizzy when he or she whirls or turns around

� Loves to move fast � In constant motion � Rocking � Moves his or her body all the time

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