instruction, literacy & inclusion Literacy, Letters, & Language: Embedding Opportunities for Students with Complex Communication Needs Summary: Comprehensive literacy instruction for learners with significant disabilities is a critical component of the formal instruc- tional years and beyond. This article will highlight embedded instructional experiences that teach alphabet knowledge and phonological awareness, so learners can apply knowledge gained during explicit instructional experiences to the world around them. It is critical that language and literacy are the foundation for students to achieve independent, autonomous communication.
A SHARED VISION ALL learners can learn to read and write.
When we have a shared vision of what our students are capable of learning, we believe in their ability to learn to read and write. We believe our students are entitled to high quality instruction that occurs across instructors and environments. We put no limits on their ability to learn literacy and language. We believe that their access to high quality instruction is not only their right, but one of the most important factors in achieving independence and autonomy in their adult lives.
Comprehensive literacy instruction MUST occur for ALL learners with complex communication needs. If you educate and support learners with significant disabili- ties, you play an imperative role in their literacy development. You are a part of something special. You are a member of a life- changing team!
LAUREN SHEEHAN is a special education teacher with over fourteen years experience working with learners with complex communication needs. Currently, Lauren teaches in a public high school and also works as an adjunct instructor. Lauren has an undergraduate degree in special education, and dual master degrees in special education and curriculum and instruction. She also has a certificate in assistive technology. Lauren’s experiences include providing comprehensive literacy instruction, supporting learners who use AAC, alternative access and assistive technology use. Lauren has presented at local and national conferences on multiple topics in special education, literacy instruction and assistive technology. ASHLEY LARISEY is a licensed Speech-Language Pathologist and clinical educator. Ashley’s work experiences over the past 11 years include public and private therapeutic day schools, speech/language clinics, and early intervention. Ashley also serves as an adjunct clinical supervisor at Saint Xavier University and teaches a module specific to the use of technology in the field of Speech/Language Pathology. Ashley has extensive experience working with children and adults who use Augmentative and Alternative Communication (AAC) systems, and has presented at local and national conferences on AAC.
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