Augmentative Resources - www.augresources.com materials including velcro dice, sentence flip frames, choice boards, core + fringe carriers. Song Boards - order from www.aacintervention.com Game Boards and Playing Cards - create with www.lessonpix. com or www.boardmakeronline.com Recommended Webinars: ASF Communication Training Series - https://www.angelman. org/resources-education/communication-training-series/ • #8. Actions + Four Core Set 2 with Erin Sheldon, Caroline Musselwhite and Mary-Louise Bertram. • (Handout: Tongue Twisters D & M) • #31. Reading: Letter ID, alphabet knowledge and first sight
Bruce & Bashinski (2017). The trifocus framework and inter- professional collaborative practice in severe disabilities. Ameri- can Journal of Speech-Language Pathology, 26(2), 162-180. Clendon, S. (2018). Phonological awareness in children with complex communication needs. In Gillon, G. (2018). Phonolo- logical Awareness: From Research to Practice. New York, NY: Guilford Press. Erickson, K. (2017). Comprehensive Literacy Instruction, In- terprofessional Collaborative Practice, and Students with Severe Disabilities. American Journal of Speech-Language Pathology, Vol. 26, pp 193–205, May 2017. Downloadable from: https:// pubs.asha.org Erickson, K. & Koppenhaver, D. (2020). Comprehensive Lit- eracy for All: Teaching Students with Significant Disabilities to Read and Write. Baltimore, MD. Paul H. Brookes Publishing Co. Erickson, K., Koppenhaver, D., Prytula, J., Musselwhite, C., & Seibert, C. (2019). Learning Letters. Volo, IL: Don Johnston Inc. myreadtopia.com.
words with Erin Sheldon and Caroline Musselwhite • # 42. Video Feedback with Caroline Musselwhite
Dynamic Learning Maps Professional Development: https://www.dlmpd.com/all-modules-organized-by-claim/ ELA Claim - Students can produce writing for a range of pur- poses and audiences • Emergent Writing • Writing with Alternate Pencils Professional Development Resources for Edmonton Regional Learning Consortium #22 - CVI and CCN: What’s the Complexity? - recorded webi- nar by Kathy Howery & Maren Barros https://arpdcresources.ca/ consortia/complex-communication-needs-ccn/?index=22 Project Core (Center for Literacy and Disability Studies) • Alphabet Knowledge & Phonological Awareness Mod- ule http://www.project-core.com/alphabet-knowl- edge-and-phonological-awareness-module/ • Supporting Individual Access to the Universal Core Module http://www.project-core.com/supporting-individual-ac- cess-to-the-universal-core-module/ What’s the Complexity? Designing a school day for a child with CVI - by Matt Tietjen (includes review of CVI Characteristics as described by Dr. Roman-Lantzy) https://www.perkinselearning.org/videos/webinar/ whats-complexity-webinar-matt-tietjen REFERENCES/RESOURCES Adams, M. (1994). Beginning to Read. Thinking and learning about print. Cambridge, MA: The MIT Press. Bradley (1988). Rhyme recognition and reading and spelling in young children. In Masland, R. and Masland, M. (Eds.), Pre- school Prevention of Reading Failure. Parkton, MD: York Press.
Gillon, G. (2018). Phonolological Awareness: From Research to Practice. New York, NY: Guilford Press.
Hajdusiewicz, Babs. (1998). Phonics Through Poetry: Teaching phonemic awareness using poetry. Good Year Books, 1900 East Lake Avenue, Glenview, IL 60025. ISBN: 0-673-36345-7.
Hanser, G. (2020). Alternative Pencils in draft. Will be on www.teacherspayteachers.com
Hanser, G., Musselwhite, C. & Wagner, D. (2019a) Comprehen- sive Emergent Literacy Instruction for Students with Significant Disabilities, Including Cortical Vision Impairment and Complex Communication Needs. Closing the Gap, October/November. Minneapolis, MN. Hanser, G., Musselwhite, C. & Wagner, D. (2019b). Providing Emergent Literacy Instruction for Students with Significant Dis- abilities, Including Cortical Vision Impairment: Predictable Chart Writing. Closing the Gap Solutions, December/January. Minne- apolis, MN. Hanser, G., Wagner, D. & Musselwhite, C. (2020). The ABCs of Alphabet Knowledge and Phonological Awareness for Students with Cortical Visual Impairment. www.teacherspayteachers.com Howery, K. & Barros, M. (2020). Children with Complex Com- munication Needs and Cerebral Visual Impairment: What’s the Complexity. Closing the Gap Solutions, April/May, Minneapolis,
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