Course Description
This 3-day introductory intensive course focuses on conventional literacy instruction for students with moderate to significant disabilities. Drs. Karen Erickson and David Koppenhaver will guide participants in learning how to provide daily comprehensive literacy instruction that includes word study, self-directed reading, reading comprehension, and writing. Course participants will examine student work samples, videos of classroom instruction, methods of instruction, and theoretical frameworks supporting universal literacy. The course is open to any and all interested educators and related services personnel concerned with supporting communication and literacy in these students.
Comprehensive Literacy Instruction for Students with Significant Disabilities and Complex Communication Needs
March 11-13, 2019 8:30am – 4:00pm daily (Registration at 8:00am)
Registration Fees:
$300 per person before January 15, 2019
$375 after January 15, 2019
Includes: Course, continental breakfast and lunch daily
To register, visit: www.campalec.regfox.com
Conference and Lodging
Holiday Inn Cleveland South - Independence
6001 Rockside Rd.
Independence, OH 44131
Reserve your room by calling: 216-524-8050 ext. 298
Rate: $95.00 Single/Double
Code: Comprehensive Literacy Workshop
Room block deadline: February 8, 2019
Questions?
Contact Tina Moreno, MA, CCC-SLP
Phone: 216-287-0737 or
Email: voices4all.tina@gmail.com
Course Objectives
1. To introduce theoretical models and processes of literacy and their relationship to individuals with complex communication needs and other developmental disorders.
2. To help professionals recognize oral and written language development in students with complex communication needs and other developmental disorders.
3. To describe a range of intervention strategies that address the literacy needs of students with complex communication needs and other developmental disorders.
4. To familiarize participants with a range of technologies, and a variety of materials and resources, that support literacy learning and use by students with complex communication needs and other developmental disorders.
5. To share a range of resources and strategies for continuing self-education.
Day-by-Day Schedule
March 11, 2019
8:00am Registration
8:30 – 9:00 Introductions, Course Overview
9:00 – 10:30 Conditions of Successful Literacy Instruction
10:30 – 10:45 Break
10:30 – 11:45 Core Vocabulary and Communication
11:45 – 12:15 Choosing an Appropriate Instructional Plan
12:15 – 1:00 Lunch
1:00 – 2:30 Whole-to-Part Model of Silent Reading Comprehension
2:30 – 2:45 Break
2:45 – 4:00 Teaching Reading Comprehension
March 12, 2019
8:30 – 10:30 Teaching Reading Comprehension (cont)
10:30 – 10:45 Break
10:30 – 12:15 Teaching Writing
12:15 – 1:00 Lunch
1:00 – 2:30 Teaching Writing (cont)
2:30 – 2:45 Break
2:45 – 4:00 Word Identification & Spelling Instruction
March 13, 2019
8:30 – 10:30 Word Identification & Spelling Instruction (cont)
10:30 – 10:45 Break
10:30 – 12:15 Self-Directed Reading Instruction
12:15 – 1:00 Lunch
1:00 – 2:30 A Diagnostic Approach to Reading Assessment
2:30 – 2:45 Break
2:45 – 4:00 Making Instructional Decisions in Comprehensive Literacy Instruction
Presenters
Dr. Karen Erickson
Dr. Erickson is the David E. and Dolores (Dee) Yoder Distinguished Professor of Literacy and Disability Studies at the University of North Carolina at Chapel Hill (UNC), where she serves as the Director of the Center for Literacy and Disability Studies and is a Professor in the Division of Speech and Hearing Sciences. She earned a Ph.D. in Special Education and Literacy in 1995 from UNC. A former special education teacher, she has focused much of her scholarly work on children with significant disabilities, particularly those who are unable to use speech as a primary means of communication. In recent years, her collaborative scholarship has led to the development of Tar Heel Reader (https://tarheelreader.org/), an open-source, universally accessible online library of books for beginning readers; the Dynamic Learning Maps Professional Development resources for teachers of students with significant intellectual disabilities (http://dlmpd.com/); and Project CORE (http://www.project-core.com/), a comprehensive implementation program, supports, tools, and training resources for the delivery of universal core vocabulary and augmentative communication.
Dr. David Koppenhaver
Dr. Koppenhaver is a Professor in the Department of Reading Education and Special Education (RESE) at Appalachian State University (ASU). He earned a Ph.D. in Curriculum and Instruction in 1991 from the University of North Carolina at Chapel Hill (UNC). A former middle grades language arts teacher, he holds NC teaching certification in reading, middle grades language arts, and elementary education. His research focuses on literacy in children with significant disabilities including autism spectrum disorders, intellectual disabilities, complex communication needs, and multiple disabilities. In 1998 he co-founded the Center for Literacy and Disability Studies at UNC and in 2002 was a Fulbright Scholar at the University of Queensland in Australia. His current research projects include studies of visual attention to print in young children with Rett syndrome, interactive shared reading in children with significant disabilities and complex communication needs, writing in adolescents with emotional and behavioral disorders, and reading abilities of adolescents with Williams Syndrome.
LANGUAGE + LITERACY = EMPOWERMENT www.campalec.com
