Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities

Autor/inn/en	Erickson, Karen A.; Clendon, Sally; Abraham, Linzy; Roy, Vicky; Van de Carr, Hillary
Titel	Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities
Quelle	In: Assistive Technology Outcomes and Benefits, 2 (2005) 1, S.45-54 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-727X
Schlagwörter	Intervention; Teachers; Literacy; Developmental Disabilities; Statistical Significance; Pretests Posttests; Interviews; Program Implementation; Instructional Effectiveness; Program Effectiveness; Interpersonal Relationship; Interpersonal Competence; Observation; Phonological Awareness; Assistive Technology; Instructional Materials; Children; Special Education; Special Needs Students; Elementary School Students; North Carolina + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Entwicklungsstörung; Interviewing; Interviewtechnik; Unterrichtserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf
Abstract	Three classroom teachers and their 23 students with significant developmental disabilities were studied across 8 weeks as a new literacy and communication instructional program, "MEville" to "WEville," was implemented. Before and after the implementation, the students were tested on a variety of literacy measures, their teachers were interviewed, and each classroom was observed. During the implementation, each classroom was observed at least once each week for a total of 35 hours of observation. Measured outcomes and benefits of the "MEville" to "WEville" program were evident for the students in each classroom. Students demonstrated increases in their attempts to initiate and sustain social interactions, and improvements in their literacy skills and understandings. Although observed differences did not reach statistical significance, the outcomes represent a significant practical difference for the children in the current study. (Contains 2 tables.) (As Provided).
Anmerkungen	Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10