Literacy Ideas for Students who have Severe and Profound Disabilities (Session 2 of 3)
Idaho State Department of Education (SDE), Idaho SESTA
For more information, contact: Robin Greenfield at firstname.lastname@example.org
February 12, 2019
Kathleen (Kathee) Scoggin will provide a three-part webinar series entitled “Literacy Ideas for Students who have Severe and Profound Disabilities”. The training will be presented to teachers, paraprofessionals, additional service providers, and parents.
*Note: In preparation for these webinars, participants should think of 1-2 students with severe or profound disabilities they would like to develop literacy skills for. Participants should come with a list of things the student(s) likes and dislikes. Consider student’s strongest sensory channels: vision, hearing, smell, taste, touch, proprioception and/or vestibular.
Session 1 (February 5): What is Literacy for Students with Severe and Profound Disabilities?
o In the first session, participants will compare traditional literacy to literacy for students with severe and profound disabilities and will identify the skills involved in literacy for these students. Additionally, they will draw from a real example of a student(s) they teach to consider how to provide opportunities for developing literacy.
Session 2 (February 12): What Literacy Skills do Your Students Have Already?
o In the second session, participants will continue to use a real student as an example and will complete a literacy checklist, consider why they think that student has certain skills, and what that student does to communicate she/he has that skill. Participants will consider what literacy activities to provide for the student(s) to help her/him to improve or acquire more literacy skills.
Session 3 (February 20): How do I Provide Enough Literacy Opportunities Throughout the School Day?
o In the final session, participants will bring a general schedule that the student(s) follow in a typical school day, specifically indicating the subject or activity (including lunch, recess, job, P.E., etc.) the student does during that time and approximate duration.
This course is available for Spring 2019 inservice credit through the University of Idaho (UI). Registration closes March 8, 2019. The UI registration form is located inside the accompanying online course. Enroll in the online course at idahotc.com/lms.
If you need special accommodations (e.g., wheelchair access, sign language interpreter), then please contact the event organizer listed above.