Chris Lemons
Supporting Literacy for Students with Intellectual and Developmental Disabilities
Þar sem Chris er rannsakandi þá er fyrirlesturinn fræðilegur og bendir hann á ýmsar rannsóknir og bækur sem fólk getur lesið til að læra meira. Hann fer í gegnum 5 heilræði sem kennarar og aðrir sem koma að menntun barna með veruleg þroskafrávik eða námsörðugleika ættu að hafa í huga. Ég myndi segja að þeir sem horfa á þennan fyrirlestur fá möguleika á að kynna sér miklu meira og fer hann bara í það helsta og bendir á fjölmargt sem fólk ætti að kynna sér í framhaldi.
“There are no boundaries, we do not know what is possible. But, if you provide high-quality, intensive reading instruction, you can change a child’s life trajectory for the better.”
— Chris Lemons
Spurningar og svör í Sli.Do
Q1: Are students with Intellectual and Developmental Disabilities privately taught learning to read?
Students with IDD in the United States are provided reading instruction in school. This most frequently is provided by a general education teacher or a special education teacher. Some families who are able do provide private tutoring in addition to the reading instruction provided in schools. Parents often supplement instruction with practice and reading at home. We would not expect parents to be a child’s primary source of reading instruction.
Q2: How do we involve parents in their child's learning?
See the Lemons ‘Ten Tips’ article (available through QR code below). Basically, educators should share learning objectives/goals with family members. There should also be a plan for how educators will share data related to progress on goals with family members. Parents should be encouraged to read to/with their child and they should be encouraged to provide fun, interactive, short game-like experiences practicing content being learned in school. For example. If a student is learning the most common sound for a few letters, the educators could provide parents with a few magnets with these letters and a key word that starts with the letter for the family to place on their refrigerator. Then, parents could have the child say the letter sounds before opening the fridge. This is an example of a quick, fun ‘game’ that reinforces learning at school. Similar activities would be done with more advanced reading skills. For example, provide parents with some question prompts for comprehension; provide parents with guidance on how to provide corrective feedback or modeling. Most important is to keep work with parents fun and manageable for the parent.
Q3: What material do you recommend for autistic students?
All of the content that I included in the talk is also applicable for students with ASD. For many students with ASD, ensuring that a speech-language pathologist (SLP) is available to provide guidance on language is critical. Depending on the student’s needs, a behavior analyst might also provide guidance on increasing the student’s engagement with literacy activities. Peer-mediated interventions such as PALS (https://frg.vkcsites.org/what-is-pals/pals_reading_manuals/) can also support social interactions in the classroom. Friends on the Block (https://www.friendsontheblock.com/) is an early literacy program that has been evaluated and determined to be effective for learners with ASD as well.
Hver er Chris Lemons?
Chris Lemons er doktor or prófessor við Stanford háskóla. Rannsóknir hans snúa að því að bæta námsárangur nemenda með verulega þroska-og/eða námsörðugleika. Nýjustu rannsóknir hans eru um hvernig við þróum og metum lestrarinngrip fyrir börn með Down’s heilkenni.
Áður en hann gerðist rannsakandi var hann sérkennari í leikskólum og barnaskóla þar sem hann kenndi þeim lífsleikni og lestur.
Þegar Chris er ekki að vinna er líklegt að þú finnir hann á Stanford svæðinu að hlaupa ásamt Jack Russell Terrier hundinum sínum, eða heima að elda eftir flóknum uppskriftum.
Hlekkir úr fyrirlestri:
New heights in literacy instruction for students with intellectual disability Hlaðvarpsþáttur á Spotify (20 mín)
Bókin sem Chris mælir með í fyrirlestrinum
