Literacy Ecosystems: Literacy for Students with Disabilities
Photo by: Arnau M. Bertramn www.flickr.com
By: Yvette Iglesia
Definitions and Descriptions Most parents start to save for their
mobility, performing manual tasks, and self-‐care” (P.154). As parents, they all
child’s college tuition by the time their
want their children to enjoy school,
child is in middle school. According to
expect them to do well, and look forward
Taub (2006), “Parents develop wishes,
to seeing what new things they will
expectations, and dreams for their
learn. In the hopes of a healthy child,
children, even before the child is born. At
parents can overlook the signs of a
a minimum, parents wish for a healthy
learning disability.
baby ("We don't care whether it's a boy or
Some of the disabilities may relate to
a girl, just as long as it's healthy" is the
mobility, sensory, speech, emotional or
cliché that is repeated over and over), and
cognitive, which may cause to struggle in
they assume that it will be so. The
school. Rassmussen & Slakind (2008)
discovery that the wished-‐for child has a
stated that, “Almost 3 million school-‐aged
disability can be seen as destroying the
children have some form of a learning
hopes and dreams held by the parents”
disability and receive related special
(p.52). Many times they do not realize
education services in school. More than
that their child may have a disability that
half of all children who receive special
may hinder them from going to
education services have a learning
college. Sullivan (2009), describes
disability” (p. 246). Learning disability is
disability as, “Individuals with a physical,
a general term that describes specific
mental, or cognitive impairment, which
kinds of learning problems. Students may
restricts their ability to function in major
have difficulties learning because they
life activities such as communication,
have trouble using certain skills. Most of
the time the skills affected are reading,
which the brain learns are altered in each
speaking, listening, writing and reasoning.
individual case.
There are many types of learning disabilities such as: •
•
•
Researchers believe the causes of learning disabilities are due to the
Dyslexia – which refers to
differences of how a person’s brain
difficulties in reading
functions and how it processes
Dysgraphia – which refers to
information. Dr. Sheldon Horowitz (2012)
difficulties in writing
describes the types of Learning
Dyscalculia – which refers to
Disabilities and the many struggles that
difficulties in math
students can have. These are just a few:
Not one learning disability is completely
•
Connecting letters to their sounds
the same from person to person. A
•
Mistakes reading aloud
student is diagnosed with dyslexia is
•
Mispronouncing words or using
categorized with a learning disability,
the wrong word that sounds
however the symptomatic effects of this
similar
disorder are not the same in every case.
•
Understanding what they read
These students have disabilities that
•
Very messy handwriting or
cause them to have problems with
difficulty holding a writing utensil
reading while another can have
•
Trouble following directions
symptoms of Dysgraphia, which leads
•
Trouble organizing what he or she
them to have difficulties with writing. As
wants to say or not be able to think
learning disabilities are a cluster of
of the word he or she needs for
neurological disorders, the processes by
writing or conversation
•
Inability to follow the social rules
signify an inability to learn. They just
of conversation, such as taking
need to be taught in ways that are
turns or standing too close to the
tailored to their unique learning styles.
speaker •
Confusion with math symbols and misread numbers
•
Inability to retell a story in order
(what happened first, second, third) •
Inability to know where to begin a task or how to go on from there
•
Inability to pick up on non-‐verbal cues
http://www.brainbalancecenters.com/
Trouble with transitions
They learn differently; therefore, teachers
•
These common difficulties may lead to
use different strategies to teach them.
struggles in school for students with
These students are offered many types of
learning disabilities. Gorman (1999)
accommodations. For instance, a student
states, “Learning difficulties, as some
with Dyslexia will be allowed to use print
people prefer to call them, are not to be
instead of cursive, use speaking spell
confused with mental retardation, lack of
checkers, begin writing assignments with
"willpower," or lack of education. People
drawings or information spoken into a
with LD are not lazy or stupid. They will
recorder, allowed to split assignments
have learning disabilities for their whole
into smaller parts and are allowed extra
lives, but they can learn” (p. 1). Students
time for writing assignments and
who have learning disabilities do not
exams. There are no clear and widely
accepted definitions of learning
the number one resources for a
classifications but research suggests that
parent. Parents must learn how to work
learning disabilities are caused by the
the educational system and collaborate
differences in how a person’s brain
with professionals to learn different
interprets what they hear or see.
strategies for dealing with specific
Furthermore, for students with learning
difficulties. According to Taub (2006),
disabilities literacy must be taught in
“As school counselors work with students
different ways depending on the student
with disabilities within their schools, they
disability.
also frequently have the opportunity, or
Challenges and Opportunities
the need, to work with the parents of
It is seldom that people are prepared
those students.” (P. 52). Working with a
to become parents let alone a parent to a
school counselor will help parents to
child with a disability. Many times they
make decisions on their child’s education
are not aware that their child has a
and sometimes give them a clear picture
disability until the child goes to
of the aid their child needs.
school. When informed that their child
It is crucial that fathers are involved
has a disability they usually feel
with the challenges of their child’s
overwhelmed and depressed. It is
disability. According to Quinn (1998), the
important that parents receive support.
subtle expectation will persist that
Parents of children with disabilities share
mothers are the ones who know about
many concerns and do not always know
and care for their children” (p. 6).
who to turn to. Other than their doctor,
Mothers as the nurturer take the lead as
the teachers and school counselors are
the primary caretakers while fathers play
a secondary role. Fathers are not usually
live in the same household or
completely involved in their child’s
not. Furthermore, all family members
learning disability due to the role they
involved in raising a child with disabilities
take on as providers that may lead to
must be included in his or her
many hours outside the home. Another
development. The more support the child
factor, as to why the father is seen to play
has at home the easier it can be for that
a secondary role is because during a
child to be a part of society.
separation or divorce the mother may get
Counselors can refer parents to
custody of the child. School counselors can also encourage fathers to be involved in with their child’s disability and education. Quinn (1998) states, “...to support their
support groups where they
A parent equipped with the right tools and resources can be of asset to their child with learning disabilities.
can meet with other parents and share stories and strategies. Working with other parents will absolutely be an excellent outlet for parents to
involvement, it is vital that fathers be
release stress and to gather information
included in discussions about their
on their child’s disability they may not
children from the moment the disability is
already know. Not all parents will
diagnosed.” (p. 6). If the parents no longer
participate in groups because of a variety
live together the mother is usually the
of reasons: language barrier, educational
main contact at the school. Counselors
level, their income, the severity of the
will make an effort to provide the
child’s disability or they may not have
resources to both parents whether they
transportation. For these factors
counselors sometimes may also facilitate
school community. Jones et. al. (2011)
these groups in the school community for
states, “Advocating for appropriate
parents.
curriculum and instruction and helping
Many school librarians team up with
students with special needs develop the
counselors and teachers from the special
information skills that they need to learn
education department to build special
content and complete assignment are two
collections that will assist the students
of the responsibilities of special educators.
with disabilities. According to Cantor et.
By partnering with each other, special
al. (2011), “Teachers serving students
educators and school librarians can help
with disabilities often rely on the school
each other meet these responsibilities”
library because of the diversity of
(p.66). Special education teachers,
resources, its positive association for
counselors and school librarians
many students, and the perception that it
collaborating provide specially designed
facilitates individualized attention” (p.
instruction to students with IEPs
14). In the collection, librarians will
(Individualized Education Plan) that will
include material about specific disabilities,
lead to student achievement.
large print books, and books on cd. The
Any student who receives special
school library is a very important part of
education and related services must have
the school community and all staff should
an Individualized Education Plan (IEP). It
take advantage of the many resources
is designed for that individual student
offered.
and no two documents are alike. The IEP
Having a good relationship with the school librarian will benefit the entire
creates an opportunity for parents, teachers, and related services personnel
to work together to improve the student’s
educator in the life of a student with a
education. To create an effective IEP, the
learning disability, is not usually thought
student, parent, teacher and other staff
about. Many students feel a lot more
must come together to closely evaluate
comfortable in the library than they do in
the student’s unique needs. By law, the
the classroom because it is a safe place
IEP must include certain information
where students of all levels can go to get
about the child and the educational
help. Students go to the library for
program designed to meet their needs. The document measures the student’s performance, academic and functional goals, and
homework help, reading,
The librarian is the core of the school community and the ideal person who can support literacy.
accommodations (IDEA,
library programs, and to meet with friends. Murray (2000) states, “ The school library is an arena in which students have the opportunity to interact
2004). The librarian is not usually part of
independently without having the
this process but for many reasons they
constraints of a classroom. It is also a
should be.
source about unbiased information about
When we think about all the
disability” (p.5). They can practice
resources a student with learning
literacy skills in groups or individually
disabilities may have in a school we think
with the librarian without any worry
of the teachers, counselors, social
about what their grade will be. The best
workers, and the administration. The
part is that they can work at their own
librarian, another very important
pace and not feel like they are slowing
down an entire class if they don’t
sport, and for students who may never be
understand the material.
employed full-‐time” (p. 8). A book club at
Many students with learning
the library can be a great program for a
disabilities do not always perform well in
student with disabilities to attend. It is a
their classes. A student with Dyslexia and
safe place where the student can talk
Dysgraphia may have problems keeping
about the books they read and not feel
up with deadlines on projects due to their
uncomfortable talking in front of a class of
writing or reading ability. The same can
more than twenty students. The library
go for students with ADD/ADHD
also houses books of all levels, books on
(Attention Deficit Hyperactivity Disorder),
cd, and assistive technology that will
which can also affect the behavior of a
allow students with disabilities to be part
student. A student diagnosed with ADHD
of the learning community.
can have trouble focusing or get bored
Students with learning disabilities are
with a task. However, if they are doing
not often very social and find it very
something they enjoy they usually can
difficult to work in a classroom setting.
stay on task. Reading can be a task that a
According to Vaughn, S., Elbaum, B. &
student really enjoys. Murray (2000)
Boardman, A. (2011), “In the classroom,
researched, “Reading can be an important
students with LD who exhibit poor social
recreation for some students, especially
skills are more likely to be neglected or
those with physical or sensory disabilities
rejected by their classmates than students
who may not be able to participate in
without LD” (p.50). Working with the
librarian one on one could be part of the
need and the skill to inquire out of the student the requirements of the assignment. This process often takes the form of a library interview. It’s an informal way to ask questions to the student, in order to get the student to think about what they need. Many
student’s comfort zone. This is one of the many reasons why the school librarian
students with learning disabilities have difficulties in creating questions. Going to
should always be involved in the intervention of the student’s educational
the “inquiry expert” is always the best choice in order to get a student to discuss
plan. A learning disability cannot be cured or fixed but with the right support, however, children with disabilities can be
an assignment. Countless students with learning disabilities have problems when they
successful in school. They can grow up to
have to work on research projects. They
be very successful in life and all it takes is the right intervention, support and perseverance.
have a hard time separating the important facts to include in a writing assignment. School librarians are in the
Impact and Implications Guiding students with disabilities
perfect role to help these students with different literacies. Ennis-‐Cole, D. &
to become lifelong learners is possible by collaborating with the librarian.
Smith, D. (2011) affirms, “School librarians understand the importance of
Librarians have many different skills to help students get the information they
incorporating technology into the daily
instruction of students…under the
creative projects. A research project in
direction of school librarians, the school
the form of a video is just as effective as a
library becomes an environment that
written research project. Hinshaw et al.
helps students comprehend 21st-‐Century
states, “Multimedia inquiry projects can
literacies: digital, visual, textual, and
be designed to complement and support
technological. Generally speaking, the
students' development of reading
statement describes school librarians as
comprehension skills across the
leaders in technology integration who can
curriculum” (p.7). The multimedia
help transform schools into sophisticated
projects allow students to engage their
learning environments” (p. 90).
visual, auditory, and tactile learning processes. This allows them to engage with factual information through different medians rather than a written research project to achieve literacy. Many times students with learning disabilities work well with the use of
Photo by: Mary Woodard www.flickr.com
technology. According to the ALA (1998),
“The library media specialist is a primary
School librarians are the experts in research and can teach students numerous ways of finding the information and implementing it into creative projects. They can assist students with different formats such as video or audio in their
leader in the school’s use of all kinds of technology-‐both instructional and informational-‐to enhance learning” (p.54). In some schools, the librarian is a technology leader who the teachers turn
to for the new assistive technology to use
technology cannot fix or eliminate the
in the classrooms. They will research the
disabilities. However, by learning to
products available and typically train the
capitalize on the strengths and
teachers how to use the equipment. One
circumvent on the weakness of the
study found that “Technology can help
individuals the technology can lead to
students with LD compensate for
success.
challenges in learning, especially in the
The library must be accessible to
area of writing, providing computer-‐
all students with disabilities. The
supported tools”(Quenneville,
importance of a library program goes
2010). Students with learning disabilities
beyond just having books on the shelves
can excel in their classes with hard work
and access to computers. The computers
and helpful tools such as assistive
should have screen readers, literacy
technology. The success of assistive
technology, speech recognition software
technology often depends on the
and peripheral devices. Guder (2012)
implemented standards for the technical
states, “The most important thing a
and student support system in the school.
library can do to make informed decisions
We are fortunate to live in the time where
about adaptive technology is understand
there are so many useful tools to assist
the needs of the community it serves.
students with learning disabilities.
Only after a library builds insight into
Choosing the correct assistive technology
disability types and technology
will only be useful if the school
preferences of its users can it select
community is completely involved in their
appropriate products and services that
students’ needs and challenges. The
will adequately meet their needs” (p. 21 ).
School libraries that serve students with
same”(p.66). The best ways for students
disabilities must make sure that their
with disabilities to receive a proper
students’ accommodations are met not
education and the services they need the
only in the classroom, but throughout the
library must be as accommodating as
school. Therefore, the special education
possible. Providing our students with
teachers must collaborate with the
instructional scaffolding supports them in
librarian to make decisions on technology
their ways of interacting with information
for the school. Once, the special education
allowing them to achieve literacy and
teachers and the librarians have met the
continue to advance within the school
requirements to accommodate the needs
system.
of the students with learning disabilities
A Librarian’s Story
the students learning can begin. Students who are given the
Ms. Guzman had been a librarian for several years but this was her first
resources to meet their IEP are likely to
year at the Bronx Center for Science and
achieve literacy standards. According to
Mathematics High School. She was a very
Copeland (2011), “The advent of new
friendly librarian who always tried to get
technologies and changing literacies have
to know her students at a personal level
modified the library scene a bit in recent
in order to serve them better. She felt
years, but our mission to provide our
that if she sat and talked to her students
children with the information, knowledge,
not only about school, but also about
and skills they need to become
what they liked doing outside of school it
information-‐literate, productive,
would help them have a better
contributing citizens remains the
relationship. She got to know their stories
to sit and talk to him. Javits would sit in
and the students got to know hers.
the library about 3-‐4 days a week and
One afternoon a student named Javits,
either talk to Ms. Guzman or pretend to
who Ms. Guzman saw in the hallway all
be busy doing schoolwork.
the time but wasn’t a library user, comes
Ms. Guzman had talked to him
to the door during his lunch and asks if he
enough to know what he liked to do
could sit in the library. Ms. Guzman also
outside of school. She had pulled out
had lunch that same period and she
several books for him for the next time he
usually stayed in the library with other
came to the library. The following week
staff either working or eating. She
Javits comes into the library and starts
allowed him to come to the library once in
going through his notebook but is not
a while because she knew he did not like
really doing anything productive. Ms.
going to the cafeteria.
Guzman addresses him and says, “Here,
Ms. Guzman allowed Javits to sit in
Javits, I pulled some books for you to read
the library under the condition that he
when you are done with your schoolwork”
would either do schoolwork or read. He
and walks away. Javits leaves them there
agreed but didn’t usually do much work;
and later picks them up and starts
rather, he opened up his workbook and
skimming them. She knows he is not
fiddled around until his lunch was over.
really reading them but doesn’t say
Some days he would do a few problems
anything to him. Before he leaves he
but not usually. Ms. Guzman observed
gives the books back to Ms. Guzman and
him for a few days and then knew that he
she tells him to leave them there for the
was a student with disabilities, so decided
next time. Javits comes to the library for
the following three days and she gives
books set aside for him. She gained his
him the stack, always adding a new book
trust enough that he was comfortable
to his pile of books. The following week
enough to sit and read the books with
Ms. Guzman decides to talk to him about
her. Sometimes he sat and read alone or
the books she had chosen for him. He told
sometimes she just sat with him for
her that he did like a few of them but that
support.
he really did not like to read. Ms. Guzman decided to speak with
Ms. Guzman realized that he did not like to read because he was at a very
his English teachers to learn more about
low reading level and did not want any of
Javits. She finds out that he is at a very
his classmates to make fun of him because
low reading level. She also sat in a few of
he “didn’t know how to read”. Ms.
his Special Education English classes a
Guzman encouraged Javits to read as
few times a week in order to get to know
much as he could and never give up. She
his impairments. Ms. Guzman decides to
explained to him that reading would
pull out a new set of books that she
assist him with everything in life
believes are at his level and hands them
including computer and video games,
to him the next time he comes to the
which he loved. She reminded him that he
library. He seems a little more interested
needed to learn to read to be able to
in this new set of books and even starts to
follow directions on video games,
read some of the pages. This went on for
microwave meals or to order food from a
about two months on and off. Javits didn’t
restaurant. After several months of
come into the library everyday but when
working with him and collaborating with
he did Ms. Guzman always had a few
his English teachers, Javits has moved on
to the next level in his class and is always ready to participate in class for reading out loud. He is also helping other students who are struggling in the class. All it took was for Ms. Guzman to pay attention to the signs of a young man who wanted to learn to read but did not have the confidence to ask for help.
Resources:
ALA. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.
Jones, J. L., Zambone, A. M., Canter, L. L. S., & Voytecki, K. (2010). The forgotten
Canter, L. L. S., Voytecki, K., Zambone, A., & Jones, J. (2011). School librarians: The forgotten partners. Teaching Exceptional Children, 43(3), 14-‐20. Copeland, C. A. (2011). School librarians of the 21st century using resources and assistive technologies to support students' differences and abilities. Knowledge Quest, 39(3), 64-‐69. Dunn, M. W., Elder-‐Hinshaw, R., Nelson, J. M., & Manset-‐Williamson, G. (2006). Engaging older students with reading disabilities: Multimedia inquiry projects supported by reading assistive technology. (cover story). Teaching Exceptional Children, 39(1), 6-‐11. Green, R. A. (2009). Empowering library patrons with learning disabilities. Journal of Access Services, 6(1-‐2), 59-‐ 71. doi:10.1080/15367960802247817 Guder, C. S. (2012). Making the right decisions about assistive technology in your library. Library Technology Reports, 48(7), 14-‐21. Horowitz, S. (2012). Learning disabilities, what are the different types? Retrieved from https://www.youtube.com/watch?v= yG_xSBsFMPQ IDEA. (2004). IDEA partnership. Retrieved from http://www.ideapartnership.org/ind ex.php?option=com_content&view=a rticle&id=846&oseppage=1
partners in special education: Teacher-‐librarians. Teacher Librarian, 37(4), 65-‐69. Murray, J. (2000). How school librarians can contribute to the personal growth of students with disabilities. Orana, 36(2), 5. Quenneville, J. (2010). Tech tools for students with learning disabilities: Infusion into inclusive classrooms. Retrieved from http://www.ldonline.org/article/638 0/ Quinn, P. (1998). Understanding disability : A lifespan approach. Thousand Oaks, Calif: Sage Publications. Rasmussen, K., & Salkind, N. J. (2008). Encyclopedia of educational psychology. Thousand Oaks, Calif: SAGE Publications. Sullivan, L. E. (2009). The SAGE glossary of the social and behavioral sciences. London: SAGE. Taub, D. J. (2006). Understanding the concerns of parents of students with disabilities: Challenges and roles for school counselors. Professional School Counseling, 10(1), 52-‐57. Vaughn, S., Elbaum, B., & Boardman, A. G. (2001). The social functioning of students with learning disabilities: Implications for inclusion. Exceptionality, 9(1-‐2), 47-‐65. doi:10.1080/09362835.2001.966699 1