Article2018

Exposure to Literacy for Students Eligible for the Alternate Assessment

Andrea L. Ruppar · Kim W. Fisher · Amy Jo Olson · Ann‐Marie Orlando

27 citations0/0 files storedEducation and Training in Autism and Developmental Disabilities

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Behavioral and Psychological Studies Down syndrome and intellectual disability research Collaborative Teaching and Inclusion

Abstract

All students with disabilities are required to access instruction related to the general curriculum; however, little is known about how this instruction actually occurs for students with significant intellectual disability, who would be eligible to participate in the alternate assessment based on alternate achievement standards. In this study, we examined 112 literacy activities of eight students eligible for the alternate assessment across 48 hrs. of observation. Using a literacy observation instrument, we recorded 52 features of literacy instruction in relationship to three areas of focus: contextual features (i.e., location, instructional configuration, & others present), materials (i.e., media form, format, & genre), and content of instruction. Results indicate that the participants in this study were 10 times more likely to be exposed to academic literacy when peers without disabilities were present. In addition, instruction outside of special education settings was more likely to include a variety of literacy forms.

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References

2001Reading as Situated Language: A Sociocognitive Perspective 2015Where Students With the Most Significant Cognitive Disabilities Are Taught 2011Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities 2012Systematic Instruction for Students with Moderate and Severe Disabilities 2010Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities 2007Classroom Variables and Access to the General Curriculum for Students with Disabilities 2003Access to the General Curriculum of Middle School Students with Mental Retardation 2008Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

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2021Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs

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