Students with Disabilities A Literacy Ecosystem By: Jennifer Hemmings-Jones
http://teaching.monster.com/nfs/teaching/attachment_images/0007/4181/shutterstock_24702862_crop380w.jpg?1248109961
Definition and Description:
resources (NICHCY, 2012). The special
A person with disabilities can be
education provided is specifically designed
defined as a someone whose physical or
instruction, with no-costs to parents, that is
mental impairment significantly hinders
designed to meet the various needs of a
his/her ability to function in day to day
student with a disability (Farmer, 2009).
activities (Wisconsin Department of Health Services, 2013). Nevertheless, students with disabilities is a more detailed definition. The disability must not only hinder function in day to day activities, but also adversely affect educational performance (Farmer, 2009). This stems from the American law
To ensure that the students receiving assistance are eligible for these services, the IDEA has instituted definitions that describe eligible disabilities. According to IDEA, there are thirteen disability categories which are as follows: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury and visual impairment (NICHCY, 2012). While it is unlikely that a
http://speech-specialed.blogspot.com/2012/01/welcome-toour-blog.html
known as the Individuals with Disabilities Act (IDEA). This act, created in 2004, helps children from ages three to twenty-one receive state funded special education
school will have students with all of the above disabilities, the majority of schools in America do have a population of students with a variety of disabilities, many of whom may struggle with literacy.
It is important to note that just
different form, and as such it is impossible
because a student has a disability does not
to address all learning disabilities in the
mean that this student automatically
exact same way. Some students may have
struggles in school or has an issue with
issues with decoding words, others have
literacy. Nevertheless, several disabilities
issues with writing down thoughts and ideas
such as learning disabilities, intellectual
and still others may have issues with
disabilities, visual or hearing impairment
memorization, comprehension or any other
disabilities often make it more difficult for
number of different things. In addition, the
students when it comes to literacy. Students
severity of the learning disability depends on
with visual or hearing impairments can often
the individual also. Some individuals only
struggle with literacy skills such as listening,
have a slight learning disability, while others
reading or writing. Students with Attention
have more severe learning disabilities like
Deficit Hyperactive Disorder (ADHD) may
dyslexia (NICHCY, 2012).
have issues with attention, memory and organization all of which making reading and writing a struggle ((Thompson, Bakken, Fulk, Peterson-Karlan, 2004). One of the most common disabilities
Learning disability is broadly defined by the IDEA as "a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may
that leads to difficulty with literacy is a
manifest itself in the imperfect ability to
learning disability. A learning disability is
listen, think, speak, read, write, spell or do
not the same for everyone, there are many
mathematical calculations" (NICHCY,
variations that could take place. For each
2012). Thus, students with this disability
person a learning disability may take a
have more trouble with literacy skills
because, as one can see by the definition,
how to develop a central idea, how to
this disability effects all of the basic literacy
provide supporting details or how to
skills (listening, speaking, writing, reading,
organize their thoughts in the paper
thinking). Almost 15% of all students will
(Adolescent Literacy, 2008).
have a learning disability and 80% of those
Challenges and Opportunities: students will have some type of reading disability (Jurkowski,2006).
A mother of a fourteen year old boy has her son tested for disabilities when he enters ninth grade
The most common literacy issues in and his difficulties with reading prevent him
students with learning disabilities stem from from succeeding in school. After a variety of
perceptual problems. Students often have issues with recognizing, decoding, or
tests it is confirmed that the boy has dyslexia and Attention Deficit Disorder (ADD). His
interpreting what they have read. Language
response to the news of his condition was pure
deficiency is another common issue and
relief, he had been worrying all along that he
many students have problems with the
was just stupid (Carr, 2004).
letters or sounds, and face a limited
This true story is not something that
vocabulary (Thompson et al., 2004).
happened only to one person, it is something that
Furthermore, as students with learning
happens to a lot of students with disabilities.
disabilities get older they may face
Students with disabilities, especially students
difficulties with understanding the actual
with learning disabilities, often feel that they are
meaning of the text, drawing conclusions
naturally "dumb" or "stupid". These students
and making inferences. This often leads to
look at their peers and see them learning in a
difficulty in writing with many students with
certain way, and when this does not work for them, they often feel that this means they are not
a learning disability struggling to understand smart enough to succeed (Colker, n.d). This fear
of being stupid, and the embarrassment over not
often easier to spot as they tend to show their
reading correctly is one of the biggest literacy
struggle through acting out, while girls tend to
challenges that students with disabilities face.
show their struggle by withdrawing from the
Students who struggle with reading often face
classroom (Colker, n.d).
decreased self-esteem and motivation to learn. Once a student with disabilities is They tend to shy away from the lesson or act out identified, it is important that teachers and in class to avoid practicing literacy skills. In librarians work together to address this negative situations like these, it is too often that students feeling towards reading and literacy. While only with disabilities go unnoticed and do not get the one of the ways libraries can help students proper resources and help. (Colker, n.d).
with disabilities, providing an interesting This issue goes beyond schooling. If students with disabilities continue to struggle to read and do not seek the help and resources they
collection that motivates students to read is a great way to help break the negativity
need then they may not obtain the literacy skills
associated with reading. Often students with
needed in everyday life. Students with learning
disabilities who struggle with reading are
disabilities have a higher high school dropout
discouraged and reading becomes a task, not
rate than students without disabilities: 31.6%
something to do for fun. A librarian can
compared to 9.4% respectively. Often, low
provide the student with books that have
achievement in school from students with disabilities can be connected to high rates of
characters he or she can relate too. A librarian should ensure their collection has
poverty and unemployment (Adolescent
books where the main character is a person Literacy, 2008). It is thus imperative that
with disabilities. This allows students to parents and teachers are on the look-out for students struggling with reading and ensure that students with disabilities are getting the help they need to be a successful student. Boys are
identify with this character and it can help them solve similar problems that they might be going through. For example, a student
with Aspergers Syndrome might like a book
read or lack of interesting reading material
that discusses a character with Aspergers
in the library) there are also several
Syndrome and how they learned better by
opportunities that provide struggling
using routines (Jurkowski, 2006).
students with a way to practice and improve
Still, even with books where characters face similar experiences as their own, students with disabilities might be hesitant to pick up a book. To help, a
their literacy skills. One such opportunity is the development of a variety of assistive technology that allows a student to practice literacy skills in a way that works best.
librarian may institute assisted reading with digital audio books. Students with disabilities listen to an audio book and then follow along with print book. This allows students to practice fluency, where a struggling reader reads along with a fluent reader and learns how to decode and pronounce words. This allows students to practice reading, but in a way that does not have the pressure of grades. It also gives them choice, which may motivate them to read more (Esteves & Whitten, 2011).
http://www.northwestern.edu/disability/media/images/studen t-computer-test.jpg
Assistive technology can be any item, product or system that is used to help maintain or improve the capabilities of a student with disabilities. Often when one thinks of assistive technology they think of
While students with disabilities face several challenges that hinder their literacy skills (embarrassment over not being able to
high tech computer software, however; assistive technology can be anything from
screen readers to headsets to highlighters
students may listen and follow along
(Subramaniam, Oxley, Kodama, 2013).
(Thompson et al., 2004). On the other hand,
Assistive technology is very useful when it comes to literacy, as many types of assistive technology can be utilized to help with the most common literacy problems. For example, if a student has trouble reading the printed text, assistive technology can be
students who have a hard time getting their ideas down on paper may use a speech-totext technology, which allows students to speak their thoughts into a microphone and have the words appear on the computer screen (Guernsey, 2011).
used to find another format of that text. The student may choose Bookshare, a online company that provides digital books to students
For most literacy
For most literacy problems there is an assistive technology that can help students with disabilities become effective, independent learners as well as competent readers.
with disabilities. Or
problems there is an assistive technology that can help students with disabilities become effective, independent learners as well as
perhaps the student would rather listen to the
competent readers. Librarians can work with
text by utilizing the Recording for the Blind
classroom teachers and special education
and Dyslexic website that provides
teachers to ensure they provide students with
recording of educational text. A student who
the assistive technology that can best help
may have issues with decoding or
their unique issues.
recognizing words might like text-to-speech technology. This allows the words on the computer screen to be read aloud so that
Another opportunity that students with disabilities have, is the assurance that all students must have accessibility to
learning. Not only does this mean that
practice their literacy skills in a way most
students should be able to physically attend
accessible to them.
class and participate in lessons, but that the
Impact and Implications: way they are taught literacy skills works for every student. To ensure accessibility
There are many educators who can help
educators should use the principal known as
students who struggle with literacy; content
Universal Design for Learning (UDL). UDL
area teachers, special education teachers,
has instructors provide students with
reading teachers, etc. However, this list
multiple ways to communicate and express
often neglects the librarian, despite the fact
so that the instruction works for the largest
that the librarian is in the perfect place to
number of students. For example, a librarian
support literacy development in students
teaching information literacy skills might
with disabilities. For one thing, the library is
use a power point, but also provide a closed
a place very different from all other parts of
captioned YouTube video or a hand out that
the school. It is a place that supports
explains the same things, thus; there are
independent activity as well as
multiple ways for students to get the
collaboration, research as well as reading for
information and this works for the largest
pleasure, a serious nature as well a relaxed
amount of students (Subramaniam, Oxley,
attitude. Students with disabilities can feel
Kodama, 2013). Use of this principal
more at ease here because this is a place
provides students with disabilities the
where one can practice their literacy skills
opportunity to learn in a way that works best
without the overhanging threat of a grade
for them and ensures that students can
(Jurkowski, 2006). As a result, libraries are
directly impacted by students with
see fit. This will help students with
disabilities literacy ecosystem.
disabilities obtain literacy practice not only
There are plenty of ways that librarians can help students with disabilities practice their literacy skills during their time
during the class time, but during the library time as well. In addition to direct instruction
in the library. For example, during story
during library time, one of the most effective
time students could practice the strategic
ways a librarian can help students with
instruction model. This reading model
disabilities is through collaboration,
requires students to paraphrase what they
especially with special education teachers.
read, to question anything they do not
Nevertheless, librarians are often neglected
understand, and to visualize the details of
when it comes to collaboration. Many times
what they read (Horowitz, 2013). A librarian
schedules, especially at the middle school or
could have students read a story as a group
high school level, make it difficult for
and then draw a picture describing what
teachers to find time to meet; however,
happened in the story as well as write a short
collaboration can be really effective for
paragraph underneath paraphrasing what
students with disabilities (Adolescent
they learned. This is an activity that could be
Literacy, 2008). For example, often
done in any story time, however; because
librarians have a broad knowledge of
the library is a place where there are no
resources that can help students with all
grades there may be less pressure for
kinds of disabilities. On some occasions the
students who are struggling. School
special education teacher may not be aware
librarians should insert these literacy
that a specific resource is out there and the
practices in story times or any lessons they
librarian can help find it.
Additionally, too often librarians are
should try to become as involved as possible
not involved in the process of a student's
with a student with disabilities IEP. This
Individualized Education Program (IEP).
will call for closer collaboration with the
IEPs are individualized document for each
special education teacher, something that
student with a disability in the special
should be made more of a priority.
education program. This document discusses the student's performance, goals, and accommodations and is specifically designed to help that student with their education (NCLD editorial team, 2013). Teachers, parents, guidance counselors, and administrators are often all called in to help create the document, but the librarian is not, despite that fact that a librarian will see that student during their entire time in that school building not just for one year. Librarians should meet with special education teachers and see if they can provide any insight in how the student reacts in the library. Perhaps an autism student finds it easier to learn in the quiet environment of the library (Farmer, 2009; Jurkowski, 2006). Future school librarians
Furthermore, librarians are in the perfect role to help students with disabilities with literacy because they are often technology leaders at their schools and thus, they are in the perfect position to support assistive technology. Rather than having assistive technology in only certain classrooms around the school, it makes more sense for the technology to be placed in an area utilized by all the students. In addition, the librarian can work with students with disabilities to find which assistive technology is best for them. In some schools, librarians are the ones who carefully select the assistive technology needed by the school and then train special education teachers and other educators how to use this technology (Subramaniam,
Oxley, Kodama, 2013). Sadly, this is not the
people with disabilities (Farmer, 2009). The
norm and in most schools, librarians are not
school library must adhere to these rules.
involved at all with assistive technology
This can mean making the physical
acquisition. Often this is a job for the
environment accessible by doing things such
technology committee. However, librarians
as adding a ramp or large print signs or even
should try to be involved in any way they
making the space between book shelves
can, whether it be to sit on the technology
wide enough to accommodate a wheelchair.
committee, or working with the special
It can also mean making the intellectual
education teacher to come up with
environment accessible, for example, by
suggestions for the technology committee.
providing multiple formats of resources like
Librarians should stay on for-front of the
e-books, physical books and audio books
research on assistive technology and be able
(Subramaniam, Oxley, Kodama, 2013).
to provide updated suggestions that the school may want to look into or use (Subramaniam, Oxley, Kodama, 2013). The library should be a place for all
The best way for libraries to provide an equally accessible environment is to follow the principals of Universal Design (UD). This is an architectural approach that
students, including students with disabilities,
states that a space should be designed to
to feel welcome. To do this it must be a
achieve accessibility for the largest number
place where all students are accommodated
of users. In other words, if a library has a
and that information is accessible to
second floor, they should have an elevator
everyone. The American with Disabilities
because this would not only accommodate
Act of 1990 states that public places must
people in wheelchairs, but people who
provide reasonable accommodation for all
recently broke their leg or people who need
a cane, etc (Subramaniam, Oxley, Kodama,
love of reading. After a few months at
2013).
Archfield, Miss Smith realized that there Libraries should also ensure that
their policies illustrate their accessibility. Policies should discuss any accommodations that can or will be made for students with disabilities such as a longer loan period. as well as ensure that all accommodations are
were several students who never got out any books from the library. Upon further investigation, Miss Smith realized that these students were all students with disabilities. There were several students with learning disabilities, two students with dyslexia, and one student with autism. When Miss Smith
actually carried out
asked the students why
(Farmer, 2009). Students with disabilities will ensure that school libraries stay up-to-date
Having accommodations written in the library policy is a great way to communicate how accessible the library is to parents and administrators
on all accessibility issues. Libraries should try to be as accommodating as possible and re-evaluate their physical space and collection to ensure it works with all students.
they did not get out any books they told her that they didn't like to read, that it was hard and that nothing in the library
interested them. Miss Smith was sad to see such bright students so discouraged when it came to reading. She immediately met with the special education teacher and they talked
A Librarian's Story Miss Smith entered her first year as a
about the reading issues each student had. After plenty of discussion it came to
librarian at Archfield Elementary School
Miss Smith's attention that the students with
eager to learn and to help students discover a
disabilities did not find any of the books in
the library interesting because they had a
gathered a whole bunch of audio books and
hard time relating to the characters in the
their corresponding print books. The next
books. None of the books on the shelves had
library Miss Smith dedicated the last 10
students with disabilities, or talked about
minutes of class to silent reading. She
some of the issues they were going through
encouraged students to pick up a book and
themselves. Miss Smith decided to fix that,
read, or to listen to the book with
she went online and ordered several new
headphones and follow along with the print
books that had characters with disabilities.
book. Miss Smith noticed that Jacob and the
She also pulled books from the current
other students with disabilities seemed to be
collection that dealt with students with
enjoying reading more. They were able to
disabilities. Afterwards, Miss Smith did a
practice reading, but with a book that
book talk and made sure that all her students
interested them. They didn't have to worry
were aware of these books. While some of
about stumbling over a word because the
the students picked up these books, there
audio book read it for them. The students
were still a few students with disabilities
with disabilities began to check out more
who still did not check out any books.
books and not just audio books. The audio
During story time, Miss Smith noticed that Jacob, the student with dyslexia, was really involved in the story. Miss Smith realized that perhaps her students with disabilities might be more interested in listening to the stories as well as reading them. Miss Smith came up with a plan, she
book had given them confidence to read and the motivation to learn.
Resources: Adolescent literacy and older students with learning disabilities. (2008). Learning Disability Quarterly, 31(4), 211-218. Retrieved from
Guernsey, L. (2011). High-tech help. New York Times. Retrieved from http://www.nytimes.com/2011/01/09/education/ 09tech-t.html?_r=0
http://search.proquest.com/docview/233086100? accountid=14214
Horowitz, S. (2013). Teaching reading to teens with learning disabilities. Retrieved from
Carr, M. (2004). My son's disability, and my
http://www.ncld.org/students-disabilities/ld-
own inability to see it. Retrieved from
education-teachers/teaching-reading-teens-with-
http://www.readingrockets.org/article/398/
learning-disabilities
Colker, L. (n.d.). No longer just a hope:
Jurkowski, O. L. (2006). The library as a support
Children with disabilities can be successful
system for students. Intervention in School and
readers. Retrieved from
Clinic, 42(2), 78-83. Retrieved from
http://www.rif.org/us/literacy-
http://search.proquest.com/docview/211760927?
resources/articles/no-longer-just-a-hope.htm
accountid=14214
Esteves, K. J., EdD., & Whitten, E., PhD.
NCLD Editorial Team. (2013). What is an IEP?.
(2011). Assisted reading with digital audio
Retrieved from http://www.ncld.org/students-
books for students with reading disabilities.
disabilities/iep-504-plan/what-is-iep
Reading Horizons, 51(1), 21-40. Retrieved from http://search.proquest.com/docview/873824877?
NICHCY.org. (2012). Categories of disability
accountid=14214
under idea. Retrieved from http://nichcy.org/wpcontent/uploads/docs/gr3.pdf
Farmer, L. (2009). School library media specialist collaboration with special education
Subramaniam, M., Oxley, R., & Kodama, C.
personnel in support of student learning .
(2013). School librarians as ambassadors of
Evidence Based Library and Information
inclusive information access for students with
Practice, 4(2), 37-55. Retrieved from
disabilities. School Library Research, 16,
http://ejournals.library.ualberta.ca/index.php/EB
Retrieved from
LIP/article/viewFile/4583/5316
http://www.ala.org/aasl/sites/ala.org.aasl/files/co ntent/aaslpubsandjournals/slr/vol16/SLR_School LibrariansasAmbassadorsofInclusiveInformation Access_V16.pdf
Thompson, J., Bakken, J., Fulk, B., & PetersonKarlan, G. (2004). Using technology to improve the literacy skills of students with disabilities. North Central Regional Educational Laboratory: Learning Point, Retrieved from http://www.learningpt.org/pdfs/literacy/disabilit y.pdf
Wisconsin Department of Health Services (2013). The Americans with disabilities act (ADA) and people with physical disabilities. Retrieved from http://www.dhs.wisconsin.gov/disabilities/physi cal/definition.htm