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Contents:
- Developing a Reading Program for Children
with Moderate/Significant Disabilities
- New Technology
Developing a Reading Program for Children with
Moderate/Significant Disabilities
Technology is redefining our
concept of reading. Reading no longer encompasses only printed
words, but now includes many different technology forms such
as electronic text and multimedia. For children with moderate
and significant disabilities, new technology and the "No
Child Left Behind" act has opened the window of
opportunity to learn to read. As educators, we only need to
provide motivation and access to help every child enjoy
reading. To help, here are some important steps:
1. Find a topic that is motivating for the student.
Different children have different interests. When
self-selecting a book, children will migrate to topics that
interest them. Before developing reading materials, find a
topic that the child seems to enjoy.
2. Assess what the child can already read. After selecting
a topic, choose several objectives such as reading 5-10 target
sight words and comprehension of wh-questions. For nonverbal
children, provide pictures and/or other means for
communicating what is already known.
3. Develop the materials. Providing appropriate materials
is the most difficult and time consuming part of getting
children with moderate and significant disabilities reading.
Suggested components with links to directions (pdf files)
include these components:
Other pdf files you may need: Finding Google
Images, Finding
Microsoft Clipart, Inserting
Sounds in PowerPoint, Inserting
WordArt in PowerPoint, Inserting
Textboxes in PowerPoint, Inserting
Graphics in PowerPoint, Recording
Sounds
4. Teach the objectives using the materials that have been
developed. If you have selected a motivating topic and
provided accessibility and opportunity, you may be surprised
how quickly the child masters the objectives.
5. Document progress. Using the assessment in step 2 as a
pretest, you can track the progress and show mastery.
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