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Foreword | |
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Acknowledgments | |
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Introduction | |
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About the Author | |
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Literacy and a Free Appropriate Public Education | |
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Key Concepts | |
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What Is Literacy? | |
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Literacy and Federal Mandates in Education | |
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Barriers to Literacy Instruction for Students With Significant Disabilities | |
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Attitudinal Barrier | |
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Low Expectations | |
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Limited Opportunities | |
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Limited Means of Accessing Literacy | |
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Limited Time | |
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The Age Factor | |
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Literacy and Quality of Life Issues | |
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Self-Esteem | |
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Self-Determination | |
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Independence | |
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Information Gathering | |
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Organization | |
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Learning | |
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Entertainment | |
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Why Teach Reading to Students With Severe Disabilities? | |
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Literacy and Communication | |
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Key Concepts | |
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The Relationship Between Communication and Literacy | |
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Building Relationships | |
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Reading Together | |
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The Benefits of Play Interactions | |
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Emergent Literacy for Students of All Ages | |
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Augmentative and Alternative Communication Devices | |
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Building Shared Experiences for Literacy Development | |
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Documentation of Shared Experiences | |
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Drawings | |
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Photograph Books | |
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Tactile Books | |
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Summary | |
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Frequently Asked Questions | |
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Planning Literacy Activities | |
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Key Concepts | |
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General Considerations | |
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Literacy Rich Environments | |
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Benefits of Learning in a General Education Classroom | |
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Access to the Core Curriculum | |
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Not Just Physical Presence | |
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Identifying Literacy Goals | |
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What Are the Literacy Goals of the Individual and the Family? | |
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Determining Present Literacy Skills | |
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Analyzing the Environment and the Need for Literacy Skills | |
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Identifying When Literacy Skills Can be Taught Throughout the Day | |
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Creating Literacy-Learning Opportunities for All Ages | |
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Integrated Related Services | |
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Developing Literacy Materials for Individual Students | |
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Age Appropriateness | |
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Individual Consuderations | |
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Physical Considerations | |
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Visual Considerations | |
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Cultural Considerations | |
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Interesting Material | |
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High Quality | |
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Assistive Technology | |
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Computer Access | |
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Summary | |
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Frequently Asked Questions | |
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Teaching Literacy Skills | |
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Key Concepts | |
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Concerns With Some Past Practices | |
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General Considerations When Teaching Literacy Skills | |
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Offering Choices | |
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Following Interest Level | |
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Providing Opportunities | |
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Make Accessible | |
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On the Spot Accommodations | |
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Meaningful Literacy Experiences | |
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The Use of a Daily Planner | |
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Within Task Directions | |
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Self-Monitoring Checklists | |
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Language Experience Stories | |
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Interactive and Fun | |
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Clear Literacy Goals in Mind | |
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Drawing Attention to Conventional Literacy | |
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Balanced Literacy Approach | |
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Specific Instructional Strategies | |
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Draw Attention to the Stimulus and Shape the Response | |
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Model the Behaviors of Reading and Writing | |
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Check for Comprehension | |
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Wait for a Response | |
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Provide Corrective Feedback and Praise | |
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Fade Instructional Support | |
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Teaching Generalization of Skills | |
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Summary | |
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Frequently Asked Questions | |
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Evaluating Progress: Next Steps | |
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Key Concepts | |
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Alternative Assessments | |
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Interview | |
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Observations | |
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Review of Past Records | |
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The Link to IEP Goals and State Standards | |
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Adapting State Standards on Literacy | |
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Developing Appropriate IEP Goals and Objectives | |
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Passive Versus Active IEP Goals and Objectives | |
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Standard Linked IEP Objectives | |
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Procedures for Measuring Student Progress | |
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Data Collection | |
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Easy to Use Forms | |
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Portfolio Assessment | |
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Using Data for Instructional Purposed | |
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Determining Next Steps | |
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Review Literacy Goals | |
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Raise Expectations | |
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What Are the Logical Next Steps? | |
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Summary | |
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The Future for Literacy Access and Instruction | |
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Key Concepts | |
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Improved Strategies to Support Literacy Goals | |
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Strengthening Early Intervention Services | |
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Future Advances in Technology | |
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Bridging the Research-to-Practice Gap | |
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Impact on Personnel Preparation | |
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Impact on Quality of Life | |
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Resources | |
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Glossary | |
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References | |
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List of Tables | |
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List of Figures | |
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Index | |