Join us in this two-part pre conference workshop focused on beginning writers with complex learning needs such as autism spectrum disorders and moderate and severe cognitive disabilities. Day 1 will teach you assessment practices and procedures that are formative (inform instruction) and summative (monitoring progress and outcomes) ; Day 2 will be on instructional practices and intervention that provide instructional contexts that optimize foundational writing and communication skills. It is never too early to get started on this process of teaching students to write. This workshop will cover writing for all age groups of students and presenters will demonstrate tools and apply approaches with classroom and case examples. Participants will learn to integrate AT tools, apps & extensions to these specially designed instructional writing strategies. This pre conference goes beyond teaching the tools, it’s about implementing them.
Expressive Writing continues to be an elusive and often void practice in classrooms and with resource room staff that support students with complex learning needs. Research shows us that the more children read, the better readers they are…AND the more children WRITE the better readers they are, and yet, special educators continue to follow past, non-evidenced based practices by having students trace their name and copy their address. Neither practice results in gains in expressive writing outcomes for students.
During this 2 part session, Part 1 will teach participants assessment practices and procedures that are formative (inform instruction) and summative (monitoring progress and outcomes) ; Part 2 will be on instructional practices and intervention that provide instructional contexts that optimize foundational writing and communication skills. Throughout the presentation, participants will be coached through using researched-based assessment measures and evidenced-based and practical implementation planning tools. Participants will learn to writing authentic expressive writing goals and to deliver instruction through strategies that align with the College and Career Readiness Standards and alternate assessments.
Implementing effective writing instruction for students with significant disabilities can be a daunting task for educational teams as they work to establish meaningful learning goals and identify core instruction. This session will provide examples of functional, authentic communication, and literacy goals for students with complex learning needs, across the age-span, that meet the rigorous Standards. Strategies for implementing relevant communication and literacy goals for these students within a comprehensive writing instructional approach will be shared.
This expanded and detailed session was developed to provide educators, SLPs and families with the knowledge and skills to collaborate with educational teams and make a positive impact on the future of writing instruction for students with complex learning needs that integrates skills across modalities (speaking, listening, reading, and writing). Students with significant disabilities have historically literacy experiences that are limited, splintered, or non-existent. Often students were engaged in basic functional activities that involved worksheets, drill and practice. And yet, to become literate and increase authentic communication skills, these students must have access to effective literacy learning contexts that support engagement in authentic, meaningful experiences. Optimum outcomes for students with significant disabilities can be achieved when educators consider a scope and sequence of communication and literacy intervention from preschool through post-secondary settings.
During Part 1 of this preconference, Dr. Sturm will share research on writing development across the age-span. It is critical that educational teams used scientifically-derived, evidence-based practices to optimize student learning outcomes. Kelly will share feature matching strategies for selection and adaptations to the technologies for writing.
SLPs working in schools can partner with educational teams to use progress monitoring measures that help inform instruction and offer summative information that is data-driven. During this presentation, formative and summative writing measures will be presented that can be used to assess any beginning writer, and the assessment to instruction cycle will be emphasized. Using classroom and case-based information, participants will reflect upon and apply concepts during the presentation.
During Part 2 of this preconference, Dr. Sturm will outline practices that can be used with diverse learners of any age and methods illustrating how these strategies and tools can be embedded in curricular practices that support differentiated instruction will be shown. In-depth information on instructional frameworks, strategies, scaffolds, accommodations and assistive technology, will be addressed. Kelly will demonstrate a wide variety of lo-tech tools and hi-tech apps and extensions to support emergent writers from scribbling to paragraph writing.
Both presenters will share case studies through data-based documentation and video. Participants will be encouraged to do a short activity between the two Part session in order to relate the Part 1 assessment of their student to decisions for Part 2 implementation strategy selection.
Sturm, J. (2012). An enriched writers’ workshop for beginning writers with developmental disabilities. Topics in Language Disorders, 32(4), 335-360.
Sturm, J., Cali, K., Nelson, N. & Staskowski, M. (2012). The developmental writing scale: A new progress monitoring tool for beginning writers. Topics in Language Disorders, 32(4), 297-318.
Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center
- Date: Thursday, October 7, 2021
- Time: 1:00 pm – 4:00 pm CDT
- Date: Friday, October 8, 2021
- Time: 1:00 pm – 4:00 pm CDT
IACET CEUs: 0.6
ACVREP CEUs: 6
1. List 5 measures of assessing emergent writing
2. Provide 3 examples of learning contexts that optimize communication and literacy outcomes for students with significant disabilities
3. Discuss examples of learning goals that promote language, communication, and literacy skills across a range of student abilities and draw upon the Common Core
4. Explain several strategies that can be used to promote social communication and literacy development of students with significant disabilities in varied intervention contexts.