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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 | |