Erickson Karen A
Center for Literacy and Disability Studies, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill.
Am J Speech Lang Pathol. 2017 May 17;26(2):193-205. doi: 10.1044/2017_AJSLP-15-0067.
The purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction.
A rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive.
RESULTS/CONCLUSIONS: Successful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.
本临床聚焦文章的目的是简要描述针对重度残疾学生的综合应急和传统读写能力教学。特别关注跨专业协作实践以及团队成员在规划和提供教学中的角色。
参考新的大学和职业准备标准、关于非残疾学生读写能力习得的文献，并在可能的情况下参考关于重度残疾学生读写能力习得的文献，提供了一种平衡技能和意义重点的综合教学的基本原理。介绍了具体的教学方法，以展示团队如何让重度残疾学生积极参与协作、参与性和互动性的教学。
结果/结论：成功提供使重度残疾学生达到传统读写能力的综合读写能力教学需要时间以及跨专业协作团队的努力。言语语言病理学家在这些团队中发挥着关键作用，因为他们确保重度残疾学生获得成功所需的语言和沟通支持。
