Literacy Acquisition for Students with Severe Disabilities: Making It Happen through Assistive Technology

Autor/inn/en	Jerome, Marci Kinas; Ainsworth, Melissa K.
Titel	Literacy Acquisition for Students with Severe Disabilities: Making It Happen through Assistive Technology
Quelle	In: TEACHING Exceptional Children, 53 (2020) 1, S.80-83 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920945590
Schlagwörter	Literacy Education; Assistive Technology; Teaching Methods; Educational Technology; Technology Uses in Education; Severe Disabilities; Reading Instruction; Writing Instruction; Word Study Skills; Phonics; Computer Software; Students with Disabilities; Reading Comprehension; Phonemic Awareness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Severe disability; Schwerbehinderung; Leseunterricht; Schreibunterricht; Wortschatzanalyse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen
Abstract	Access to quality literacy instruction is access to acceptance into the literate community in which students with severe disabilities live and work. Providing that instruction to students with severe disabilities who are not traditional readers and writers can be challenging. Luckily, there are many easy and interactive tools available for teachers to use to create the texts and activities they need to reach this population and provide for them the literacy opportunities they deserve and to which they are entitled. The purpose of this article is to show how technology can allow for teachers to provide access to literacy tools for those students who are not traditional readers and writers. Assistive technology (AT), such as authoring tools, can help bring literacy "to life" by incorporating fun multimedia and interactive elements that at the same time can provide a range of accommodations. Each of the tools can be differentiated by alternating activities that offer more challenging text, concepts, and questions with activities that offer more support or simpler text and concepts. A sample of authoring software for creating adapted literacy activities is included. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01