Literacy by Design: Creating a Universally Designed Reading Environment for Students with Cognitive DisabilitiesBy Coyne, Peggy; Zeph, Lu; TASH Connections, Vol. 29, No. 10, pp. 32-33
Publication Date: October 2003
Article discusses “Literacy by Design: Creating a Universally Designed Reading Environment for Students with Cognitive Disabilities,” which is a project conducted by the Center for Applied Special Technology (CAST) and the University of Maine Center or Community Inclusion University Center for Excellence in Developmental Disabilities Research, Education, and Service. The project is funded by the United States Office of Special Education Programs, and was created to support educators facing the challenge of providing access to the general curriculum to students with significant cognitive disabilities as required by the passage of the major federal education law “No Child Left Behind.” The project includes professional development supports for teachers, as well as supports to help parents use CAST’s Thinking Reader software in assisting their children’s literacy development at home. The Thinking Reader features a technology-based approach for learning, and includes elements of universal design learning principals. After early research on the efficacy of the Thinking Reader approach with students with significant cognitive disabilities, CAST developed four CD-ROM-based picture books with funding from the Joseph P. Kennedy, Jr. Foundation to support the acquisition of beginning reading skills and comprehension strategies in students with cognitive disabilities. For the duration of the project, students will receive context-based instruction using the Thinking Reader software and instructional framework. The use of additional software, such as WiggleWorks from Scholastic, Incorporated, and Let’s Go Read: An Island Adventure from Riverdeep will help to ensure that students have access to a wide selection of materials.
Assistive Products Discussed: LET'S GO READ! AN ISLAND ADVENTURE
WIGGLEWORKS GUIDED READING EDITION
Published by: TASH (Website:http://www.tash.org)
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J46620