Using the Common Core Successfully through a MultiSensory Approach to Literacy
What are the Common Core Standards? • a set of common goals + expectations • for students K – 12 • in preparation for success in college +/or the workplace • research, evidence-based + internationally benchmarked • voluntarily adopted by Maryland, 44 other states + the District of Columbia
Application to Students with Disabilities (www.corestandards.org) “The  Common Core State Standards articulate rigorous grade-level expectations in the areas of mathematics and English language arts. These standards identify the knowledge and skills students need in order to be successful in college and careers. Students with disabilities must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.
These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. The continued development of understanding about research-based instructional practices and a focus on their effective implementation will help improve access to mathematics and English language arts (ELA) standards for all students, including those with disabilities.
Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFRยง300.39, 2004) Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.
In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening (ELA), their instruction must incorporate supports and accommodations, including: • supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004)
• an Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of gradelevel academic standards
• teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services
Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services, such as:
• Instructional supports for learning ― based on the principles of Universal Design for Learning ― which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression
• Instructional accommodations ― changes in materials or procedures ― which do not change the standards but allow students to learn within the framework of the Common Core
• Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards
Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs. These supports and accommodations should ensure that students receive access to multiple means of learning and opportunities to demonstrate knowledge, but retain the rigor and high expectations of the Common Core State Standards.�
Furthermore “While the standards set grade-specific goals, they do not define HOW the standards should be taught or WHICH MATERIALS should be used. States and districts recognize there will need to be a WIDE RANGE of SUPPORTS in place to ensure that all students, including those with special needs, can master the standards…”
What does this mean for our student population of special needs? Teachers + other direct care staff need to be
- flexible - creative - proactive - willing to learn + use new strategies + evidence-based practices
It means…we as educators need to • raise the bar for our students + have higher expectations • respect + regard them as unique individuals
• allow extra processing time + encourage their active participation • try anything + everything to gain their attention + keep their interests
Universal Design for Learning (UDL) • addresses + reduces the primary barrier in learning environments --- that is, the inflexible “one-size-fits-all” curricula
• provides flexibility in goals, methods, materials + assessment to meet the needs of all learners • includes 3 primary principles
Principle 1. Provide multiple means of Representation = to present information + content in different ways Principle 2: Provide multiple means of Action + Expression = to differentiate the ways students can express themselves Principle 3: Provide multiple means of Engagement = to stimulate their interest + motivation for learning
Instructional Accommodations • scheduling - give student extra time to process, respond + complete tasks • setting - have student work in small group, with a partner or one-to-one w/ educator • student response - allow student to respond orally/use voice output device, computer, stickers, markers, “yes no” gestures/pointing, etc. • materials - provide student with visible written/pictured directions, teacher notes or taped information • instruction - break task up into smaller parts + shorter steps to encourage student participation
Instructional Accommodations “Yes No” Pointing
Peer Partner Smaller parts
Assistive Technology • adapted computer work stations - special needs software, electronic storybooks, adaptive keyboard, touch screen
• environmental control units + adaptive switches - switch adapted toys/appliances • augmentative communication - vods, iPads
Assistive Technology •
iPad
Special software + touch screen Adaptive pour switch
Common Core Standards are divided into two major subjects: Mathematics • greater focus on fewer topics
English Language Arts (ELA) • building knowledge through content-rich nonfiction
• linking topics across grades
• immersing students in information about the world around them
• building on foundations from previous year
• focus on reading, writing, speaking + listening within all subjects (literacy)
What does Literacy mean for children with visual or multiple disabilities? • Literacy is more than just reading and writing print or braille. • According to a definition by Wright (1997), literacy is an integrated process which encompasses "proficiency in understanding and using written as well as spoken language as a reader, writer, speaker and listener." • With this broader focus on language, literacy includes recognizing objects, pictures or other symbols, and using them to communicate. Making choices, anticipating events, following simple recipes, creating or "reading" lists, and other forms of self-expression are all a part of functional literacy.
Who are my students? • Assessment reviews (Learning Media Assessment, Psychological, Hearing + Vision reports) • IEP reviews • Consultations w/ previous teachers/staff • Informal checklists/observations All give insight into their learning styles, their modes of communication + access, their handicapping conditions + strengths, their motivations + interests
What accommodations will they need to access the core curriculum? • Hearing • Vision
• Motor
Hearing Accommodations Preferential seating
Total Communication approach
ASL + co-active signing
Touch cues + hand-under-hand
Visual aids (CCTV, Tap-it)
Large print
Contrast, bright colors +
Lighting Braille exposure
Vision Accommodations
Opportunities for active participation Monitoring of fatigue to determine best time of day Accessibility + Assistive Technology
Proper seating + adjustable height tables
Motor Accommodations
Program Structure • Emotional Structure • Physical Structure
• Lesson Structure
Emotional Structure • Clear expectations, routines, routines within routines (such as what happens 1st, 2nd, 3rd) offer consistency + predictability • Schedule/calendar systems teach anticipation, sequence + completion • Individual cubbies + separate work spaces provide a sense of self + organization
Daily morning meeting reading group has routine within routine • 1st “Name”
• 2nd “Calendar”
• 3rd “Book”
Object picture symbol schedule systems
Organized work spaces set up in left-to-right progression
Vital to Emotional Structure • Trained paraprofessionals, such as interveners for students w/ deafblindness instill trust + develop bonds provide communication, information, access to environment + incidental learning * MSB has the largest group of nationally certified interveners in the state of Maryland
Physical Structure • Consistent physical set-up of classroom furniture, individual + group work areas provide room familiarization
• Landmarks, environmental cues + textured signs/labels of learning centers teach orientation + mobility
Room familiarization
Learning Centers
Lesson Structure Lesson + activity planning considers prior knowledge, use of repetition, need for extra processing + response time
Unit planning is a group effort w/ the entire student team Therapies are integrated into class lessons
Prior knowledge from previous unit reinforced in next
Student Team meets monthly to plan lessons, create materials + share ideas
Main theme is chosen from core curriculum outcomes Standard 3.0 Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. C. Genetics 1. Explain that there are identifiable stages in the life cycles of plants and animals a. Investigate and describe that seeds change and grow into plants
Units are teacher-led and carried out for 4 weeks
Example of weekly integrated therapy
How to turn all of this…
Into this
Adapting literacy materials • • • • •
Student should have their own individual book Teacher-generated Presented electronically Downloaded off educational sharing websites Copied + texturized to student learning style
Informational text is taken from grade level textbooks and other resources, then backmapped to student level
Switch It Maker 2 is a switch accessible software program for creating electronic computer stories, activities and books
Simplified text Large print Photographs Simple graphics
High contrast Clear/crisp background
Content in book is broken down into main topics + key vocabulary with one topic per page
Pages can be laminated + easily bound using binder rings
Use a single texture to highlight a single feature on each page
Individual communication device can be programmed with adapted book
Other resources such as Boardmaker Share or Boardmaker Achieve
Unique Learning System (ULS)
News-2-you
Pre-recorded story on voice output device gives opportunities for shared reading + turn-taking
Creating literacy bins • Literacy bins hold real objects or tactile representations of the main idea, concepts + vocabulary being taught • Each student should have their own literacy bin that reflects their learning style • Include large print, Braille or textured word cards on tilt boards for visual contrast + accessibility
Each vocabulary word has a concrete object as a form of multi-sensory input
Real objects used for exploration during Plant Cycle unit
Velcro Sensitive tiltboards offer color contrast
Word cards are differentiated by learning style of each student
Props used should also be based on learning style and accessibility
Example of word cards + props per page
Labels for communication devices match the main topic/vocabulary word for each page
Adapted books, props + word cards are kept in each student’s literacy bin along with their communication device, switches + tiltboard
Developing learning centers • Learning centers support the curriculum theme by adding multi-sensory extension activities
• Core areas of Reading/ELA, Math, Science + Social Studies should be available • Other learning centers might be Vision, Computer, Health, Music
Students rotate through hands-on learning stations to reinforce monthly concepts + vocabulary
Reading/ELA Center
Tactile Word Wall offers literacy review + pulls on prior knowledge for future units
Repeated exposure to vocabulary words and topics
Braille exposure + tracking left-to-right
Letter recognition
Picture word matching
Reading list for nature walk
Answering questions about the text
Writing exercises offer a form of self-expression
Class discussion
Language cardmasters offer repetition + promote student participation
Math Center
Main vocabulary reinforced in math activities + textured numberlines
Fractions with seeds
Concepts “same” and “different”
Tools for measurement/weight
Plant growth recorded on textured graphs using wiki stix
Making “Carrot Patch Cookies” reinforces thematic unit
Picture recipe on personal communication device
Story sequence st nd 1 , 2 , 3rd
Science Center
Exploration + discovery
Compensatory tools such as trays, magnifiers + vocabulary models presented in high contrast colored bins
Complex concepts such as Photosynthesis represented through objects
Hands-on multi-sensory activities
Experiment investigating different types of soil + how well they absorb water
Use of assistive technology promotes student engagement + active participation in experiment
Opportunities to make predictions and follow  procedures‌
and to make observations and conclusions
Sample of student data collection + analysis
Following pictured directions to make a Land Habitat Terrarium
Student responsibility
Social Studies Center
Textured map of Maryland
Prevalent crops of each Maryland region •
corn
•
wheat
•
soybean
Discover the world
Voyage of Plastiki
Talking educational materials
Vision Center
Computer/Technology Center
Music Center
Teach in natural settings whenever possible • • • • • • •
Outdoor garden, greenhouse Kitchen, bedroom, dormitory Career ed settings, workshop Re-cycling Community-based instruction Grocery/shopping in neighborhood “Normal” childhood experiences (movies, etc)
Greenhouse setting
Community-based instruction reinforces the unit What kind of crop/grain do farm animals eat?
Use content from previous lessons for Alt-MSA
Trip to movies to see Dolphin Tale as culmination activity
References • Maryland College and Career-Ready Standards www.marylandpublicschools.org/MSDE/progr ams/ccss • Applications to Students with Disabilities. www.corestandards.org • CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA; Author. • Success for All Foundation (2012). www.successforall.org/commoncore
Speaker contact information
Paula Hamilton PaulaHamilton1953@gmail.com Sara Kempler skempler@uc2.org