NewsLine
Volume 24, Number
2&3
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PLUS: Parents' PLACE Bulletin
"A friend who is a teacher says, 'Reading is the new civil right.' A child who can read is a child who can dream about the future... and make that dream come true."
--First Lady Laura Bush at the Early Childhood Cognitive Summit, Little Rock, Arkansas, April 30, 2002
" ...all excellence in education starts with making sure every single child, no matter where he or she lives, can read. And that's what's going to happen in the United States of America."
--President George W. Bush at the Read-Patillo Elementary School, New Smyrna Beach, Florida, October 17, 2002
It is with great pleasure that The Federation for Children with Special Needs publishes this Literacy Resource Guide for Families and Educators. The Federation, through its PEER (Parents Engaged in Education Reform) Project and through Parents' PLACE (Parents Learning About Children's Education)1 has been involved in producing and disseminating research-based literacy materials over the past five years. The basic idea underlying all of our literacy efforts is well stated by Mrs. Bush in the above quotation. We firmly believe that all children have a right to quality reading instruction. This right belongs equally to all students, including those with disabilities and those who are English-language learners.2 The right to the opportunity to learn to read also means that students, from the earliest years right through high school, deserve to be taught based on methods of instruction that have proven to be effective.
Recently, enormous attention and research have been devoted to finding out just what does work in teaching children to read. These intensive research efforts have produced groundbreaking results, so much more is now known about quality reading instruction. The No Child Left Behind Act,3 signed into law by President George W. Bush on January 8, 2002, codifies these research findings. The law establishes two national programs, Early Reading First and Reading First, to help states and districts set up scientific, research-based reading programs. The goal of the programs is to enable all students, including students with disabilities and those whose first language is not English, to become successful readers, beginning in the earliest years. The programs build on the findings of years of scientific research analyzed and compiled by the National Reading Panel.4
Bridging the Gap Between What is Now
Known and What is Practiced
The U.S. Department of Education, along with
other federal departments, has led and supported groundbreaking research
studies. Yet, for children to benefit from the knowledge gained by research,
parents, grandparents, other caregivers, and educators need understandable
information based on research readily at hand. With funding from the U.S.
Department of Education, this Guide helps close the gap between research
and practice by informing important people in a child's life about available
resources that are based on current research findings.
This Guide is primarily devoted to highlighting literacy resources available through the U.S. Department of Education. It includes information on major national scientific research studies. It also lists easy-to-understand publications with practical tips based on these research studies. The volume of high quality, research-based resources available through the Department of Education is staggering.5 Its many clearinghouses, networks, projects, and partnerships are actively engaged in developing new knowledge through ongoing research. New resources are constantly being generated. This Resource Guide supports the Department's commitment to getting this knowledge into the hands of the people who need it most: families, educators, caregivers, policymakers, and others across the country who are helping children learn to read.
Bridging the Digital
Divide
Another important gap taken into consideration in developing this
Guide is the "digital divide." While an abundance of free and low-cost
resources exist, knowledge about them and access to them is often available only
to those who have access to a computer and the Internet and who have computer
literacy skills. According to "Kids Count Snapshot," a June 2002 Annie E. Casey
Foundation study, "Generally, children who are already disadvantaged are the
least likely to have access to the new technology. Minority children, children
living in poor families, and particularly those living in high-poverty
neighborhoods are the least likely to have a computer at home or access to the
Internet."6 These disparities remain even after access at school is taken into
account. This study found that 95 percent of children in the richest bracket of
American society have access to a computer, while only 33 percent of the poorest
enjoy the same benefit. Similarly, there is a 49 percent difference between the
same income groups for Internet access.7 Another study, "Bringing a Nation
Online," released by Leslie Harris and Associates in July 2002 found that,
despite gains in access to computers and the Internet for all Americans, a
significant divide remains based on income, race and ethnicity, geography, and
disability.8 As a result, many Americans have yet to benefit from the tremendous
advances in technology and information.
In developing this Guide, we found many excellent free and low-cost materials through research over the Internet. However, many organizations and agencies only provide web-based listings of their literacy materials and are not prepared to provide information on available resources over the telephone. Often, to request materials, the person calling has to already know specific titles or other identifying information. To meet the needs of families and educators without computer and Internet access, we have made a special effort to list relevant titles and to provide the necessary information to request print copies of most of the materials listed here. This identifying information, along with the mailing addresses and, wherever possible, toll free telephone numbers, make it possible for those without computer/Internet access to request materials.
Summary
The networks of regional
education laboratories, research and development centers, and other education
and research organizations listed here produce a variety of publications,
videos, and other products that can help improve the teaching of reading and
literacy education in schools and communities. They can be invaluable resources
for identifying solutions for every learner. Of course, this list is not
exhaustive. New information appears almost daily. Many other organizations,
journals, books, and websites could have been included. In this Guide, we
have attempted to include the most up-to-date research-based resources and
information that is appealing to parents, educators, and caregivers.
The listings here can also serve as a beginning point for more thorough research in particular areas. Our aim is to provide information on resources that will help parents and educators make sure that the children they care about really do benefit from the recent explosion of knowledge about how to teach reading. Our goal is to help bridge the gaps between what is known from research and what is practiced in everyday life, and between what is available to those with and without computer access. With information on resources readily at hand, parents, educators and others will be able to use the findings to select the most appropriate learning activities to support children's literacy education at home and at school.
FOOTNOTES
1. The PEER Project was funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a national technical assistance project to increase the participation of students with disabilities in education reform efforts in schools across the country. Parents' PLACE is a Massachusetts statewide Parent Information and Resource Center (PIRC), one of a national network of PIRCs funded by the U.S. Department of Education's Office of Innovation and Improvement to increase family involvement in children's education and to foster parent-professional partnerships.
2. English language learners (ELLs) are students from non-English language backgrounds whose first language is not English. These students represent one of the fastest growing segments of the K-12 student population in the U.S.
3. The No Child Left Behind website (www.nclb.gov/) features news on reading reform efforts across the country. Visit the website to subscribe to its free monthly electronic newsletter and for many free downloads. Also, No Child Left Behind: A Desktop Reference (2002) is available free through ED Pubs. Please see page 11 for information on how to order materials from ED Pubs.
4. For more information on the National Reading Panel's work, please see page 9 of the Literacy Resource Guide.
5. Please note: Developing a comprehensive listing of all the literacy resources, even from only one of the many Federal Departments involved in literacy, would be far beyond the scope of this project. U.S. Department of Education-funded projects undertake many more literacy initiatives than could be includ-ed here. We have attempted to select resources that would have broad appeal that are based on the most current research. These resources provide solid information as well as a beginning point for further study.
6. Wilhelm, Tony; Carmen, Delia; Reynolds, Megan. (June 2002). "Kids Count Snapshot: Connecting Kids to Technology." Baltimore: Annie E. Casey Foundation. (p. 1). Available online at www/aecf.org/publications/data/snapshot_june 2002.pdf. (Adobe Acrobat PDF reader required.)
7. Wilhelm, et al. p. 3.
8. "Bringing a Nation Online: The Importance of Federal Leadership." (July 7, 2002). Leslie Harris and Associates. Washington, DC: Leadership Conference on Civil Rights Education Fund and Benton Foundation. Available online at www.civilrights.org/publications/bringinganationonline/nation1.html
On November 4 the Senate HELP Committee filed a report on The Individuals with Disabilities Education Improvement Act of 2003 bill to reauthorize IDEA (S.1248). The substitute bill contains mostly technical changes that strengthen the bill somewhat. Lead sponsors of the Senate bill are still pushing hard to have it considered by the full Senate before recess. Pending approval by the full Senate, the bill would move to a conference committee of the US House and Senate before advancing to the President for his signature. It is unclear whether this will all take place during the current session or whether the bill will stall until Congress' next session in January. Ultimately, the bill could be signed as early as January or as late as May 2004 or beyond. Please stay tuned to fcsn.org for the latest developments in this important reauthorization.
Siblings of Children with Autism:
A Guide
for Families
Paperback, $16.95, ISBN: 1-890627-29-1, Woodbine House
Book
Review by Mary Loughlin
Dr. Sandra Harris and Dr. Beth Glasberg from Rutgers University have written their second edition of Siblings of Children with Autism: A Guide for Families from the Woodbine Special Needs Collection. The information provided is based upon research and clinical practice. Each chapter begins with a vignette from a family with a child who has autism, and ends with quotes from parents voicing their concerns for their children. The parents question, as I do, how having a child with autism will affect his or her siblings in the future. Other concerns raised include how to support the siblings emotionally, how much to allow the siblings to help, and how to balance the needs of everyone in the family. This is an extremely useful book for families with children with autism. Although the focus of the book is on a family with one child with autism, this book is also helpful for families like mine with multiple children with autism.
Chapter One explores the relationship between a child with autism and his or her sibling. The authors note that anger, competition, and resentment are normal in all sibling relationships. Siblings of children with autism, however, may have more emotional and behavioral problems than do children with siblings with other disabilities. Siblings experience less sibling intimacy, less positive social interaction, and less nurturing than children with siblings with other disabilities. Yet siblings of children with autism, as well as siblings of children with other disabilities, have greater admiration and less competition with their siblings than siblings of typically developing children.
In Chapter Two, the authors examine how siblings view autism. The authors raise the question, how much information about autism do you provide to your children? Children's understanding of autism varies according to their developmental stage. Also, what parents share and what children grasp may be quite different. Children often have a lack of information or misinformation about autism. Children's most common questions are: what is autism and how do you get it?
My daughter, Cara, sister to two brothers, John and Brian, who have autism, often asks me about autism, what it is, how and why John and Brian have it, whether she has it or could develop it too, and why they can't speak and play the way she does.
The authors suggest that you ask your children questions such as these to gauge their understanding of autism:
Parents need to discuss autism with siblings at as young an age as possible on a level the child can understand, according to the authors. Encourage your child to turn to you with questions and feelings. Actively listen while remaining neutral. Offer praise to your child for sharing feelings. Be prepared for your child to have intense emotions ranging from sympathy to guilt to anger. Also, the authors remind us not to forget to explain autism to the child with autism himself.
Chapter Three discusses how to explain autism to children. The important concepts to tell young children are:
For older children, you can explain:
Chapter Four discusses in detail how to help your children share their thoughts and feelings. Skills for communicating openly with your family are highlighted. The authors suggest:
Chapter Five addresses how to balance time for your family, your work, and yourself. Research supports that mothers spend more time with a child with a disability than with a typical child. Parents need to communicate with the sibling why they spend more time with the child with autism, so the sibling does not view the extra attention paid to the child with autism as evidence of greater love for the child with autism than for the sibling. The sibling often feels the unfairness of the greater demand on the parent's time and resources by the child with autism than by the sibling. So many times my daughter has said, "Mommy, it's not fair!"
The authors suggest that we should think flexibly about which children are included in various family events. We need to strike a balance between everyone sharing family events and separate time with each child. To do this, we need to turn to family, friends, and respite providers. Also, realize that preadolescents and adolescents may be embarrassed in public by a sibling with autism, and these feelings need to be accepted. Family life must then be balanced in such a way as to enjoy shared, but possibly more private, events while the sibling works through these feelings. Tips for successful family activities are provided.
Other ways to prevent resentment by the sibling are discussed. Everyone in the family should contribute to the family in some way, for example, chores. Private space and respect for belongings for all family members should be emphasized. Suggestions are given for what to do when the child with autism damages the sibling's belongings (a frequent occurrence at my house, unfortunately.) I'll always remember when my daughter received a special tea set only to have her brother break the spoons in half. Cara scotch-taped them together and said, sounding like me, "See, I fixed them!"
This chapter also addresses the importance of using resources to help your family, whenever possible, whether it be family, friends, or respite care. Parent and sibling support groups are also recommended.
Chapter Six discusses how to help your children learn to play together to develop the sibling bond, which is so crucial throughout their lives. The child with autism has difficulty with play due to the presence of autistic behaviors and a lack of social interaction skills. Siblings, with help, can learn skills to enhance the play skills of the child with autism.
Chapter Seven presents the possible relationships between adults with autism and adult siblings. Suggestions for parents in this section are to help siblings understand advocacy skills from an early age. Also, long before necessary, discuss financial plans, guardianship, and various public benefits.
There is also a section of special considerations regarding marriage and family for siblings that is discussed in a sensitive manner. Sibling career choices are also discussed. It is interesting that many adult siblings choose helping professions. Resources for adult siblings are discussed as well.
The authors conclude that there are challenges growing up in a family with a child with autism and the relationship does differ from the relationship between typical children. Most children, however, are resilient in the way they respond to life as a sibling. One final note from the authors is that we as parents will make mistakes along the way in the way that we parent siblings. Although I talk frequently with my daughter about autism, I rarely talk with my sons. After reading this book, I feel better prepared to talk with all of my children about autism, since all of them are siblings of a child with autism..
by Richard Robison, Executive Director Federation for Children with Special Needs
Recently, the US Department of Education issued a "Notice of Public Rule Making (NPRM)" in the Federal Register, requesting comment on the idea that 1% of students with disabilities be excluded from the accountability requirements under NCLB (No Child Left Behind), the national education reform law. Essentially what this means is that the most disabled students would be left behind.
It seems that suddenly, after nearly ten years of state and federal initiatives to reform the quality of education for all students, a dramatic turn around is occurring for those who are perceived as not benefiting from an education. For a long time the expression was "all means all", even those students with significant disabilities. No child would be denied a high quality, standards-based education. As a result, access to the General Curriculum for all children on an IEP was an explicit new requirement of IDEA '97 and the subsequent NCLB Act. While these components remain in the law, this new development of exclusion undermines the importance of those requirements.
Earlier this year, the Massachusetts House of Representatives overwhelmingly voted to exempt all (and only) special education students from the MCAS graduation requirement as an amendment to the FY '04 budget. The problem was that it was too late to help as over 80% of this year's graduates on IEP's had already passed the test. This act would have invalidated their successes and singled out special education students as a 'lower' class of students with low expectations. It did not hold schools and school districts accountable for doing everything possible to move every child ahead (i.e. No Child Left Behind); rather it implied that this group of students isn't even worth trying to educate.
Students with special education needs have made some of the most dramatic progress among all groups of students since the advent of Education Reform across this country. In June 2003 we marked the 10-year anniversary of Education Reform in Massachusetts and soon the nation will celebrate 30 years of IDEA (Individuals with Disabilities Education Act). Professor Gunnar Dybwad used to say, "Never say Never!". We've come too far and made too much progress to suddenly dismiss the neediest and most vulnerable. Let's be sure No Child is Left Behind.
It is a pleasure to announce that Family TIES, the statewide resource, referral, information and parent-to-parent support network, has three new staff members. As always, each staff member is a parent of a child or children with special needs.
Mary Castro Aten is the new Family TIES project director. For several years, Mary worked at the FIRST Project based out of UMass-Worcester. She provided information, referrals, and support to parents of children with special health needs. More recently, Mary has coordinated activities for NERGG, the New England Regional Genetics Group. This included providing administrator support to the leadership, developing budgets, writing grant proposals and other educational materials and activities as well as coordinating committee activities. Mary is based out of the Metrowest Regional Health Office and has been on the job since October 7.
The new Family TIES parent coordinator in the Boston Region is Roxanne Hoke-Chandler. Roxanne's previous experience includes doing trainings and portfolio reviews for the Early Intervention Training Center (also based at the Federation), training at Franciscan Children's Hospital and work with the Harvard Down Syndrome Program. She has taken the Federation's Advocacy training, is very active in the Boston public school system and has worked on a literacy project with parents at the O'Hearn school. Roxanne has previous ties with the Family TIES project, as she has been trained as a Family TIES Support Parent. Roxanne has been at work since October 1 and is based out of the Boston Regional Health Office.
Kathy Morin is the new Northeast Regional parent coordinator for Family TIES. Kathy has worked with the Early Intervention Training Center where she gained substantial experience training early intervention providers, and also served as a portfolio reviewer. Prior to working with early intervention providers, Kathy worked for the Massachusetts Department of Public Health's Early Intervention Parent Leadership Project, sharing her experiences with other families who were enrolled in early intervention programs and participating as a parent team member in the early intervention program recertification process.
We thank everyone for being so patient during the hiring process. We especially want to thank Joanne Spencer, the Family TIES Training and Outreach Coordinator, Barbara Donati, Parent Coordinator in the Central Region, and Mary Lee Gupta, our parent match-maker and parent-to-parent consultant, for their continued support throughout a busy summer and fall. Their efforts have been invaluable.
Family TIES is actively seeking candidates for parent coordinator positions in the Metrowest, Southeast, and Western Regions. Please share news of these opportunities with individuals whose life experiences and special skills make them uniquely qualified to help support other families of children with special health care needs, chronic illnesses and/or disabilities. For more information about this exciting job opportunity and the application process, call Mary Castro Aten 781-774-6609, or e-mail mcaten@fcsn.org. To contact the Family TIES parent coordinator nearest you, call 1-800-905-TIES (8437).
We did not dare to think it was possible -- but the Federation's fourth annual fundraising gala broke all previous records! The event was held on May 9th at the Royal Sonesta Hotel in Cambridge. Generous support for this year's Gala was provided by: Morgan Stanley, JP MorganChase, Fleet Specialists and The Holt Companies. Over 300 people enjoyed a festive evening with a splendid array of silent auction items to bid on and an elegant dinner with lively Brazilian music played by instrumentalist and composer Sergio Brandoa and his Manga-Rosa group.
The Federation was pleased to present The Martha Ziegler Founder's Award to a long-time friend and advocate of the Federation, Deborah Klein Walker, Associate Commissioner for Programs and Prevention at the Massachusetts Department of Public Health. Debbie has been a tireless leader in her work, which has included advocating for children, youth and adults with disabilities, or in her words, "the pursuit of social justice".
Under Debbie's leadership, Massachusetts was one of the first states to employ parents of children with disabilities as consultants and staff to guide public health programs. Her leadership extends beyond Massachusetts as an elected Board member of the American Public Health Association and the immediate past-president of the Association of Maternal and Child Health Programs -- to mention only a few of her positions.
Debbie called upon attendees "not to remain complacent in our work in the educational arena". She reminded us of what advocacy and access to education, health and social opportunities can do for individuals with disabilities -- "the challenge is to provide these as a right to all, regardless of income, gender, race, and geopolitical boundaries". Debbie's commitment--the full inclusion and participation of children and adults with disabilities and special health care needs in every facet of American life--is our mission as well. Thank you again, Debbie.
We were delighted to have Joe Sciacca, Deputy Managing Editor for Politics at the Boston Herald, return as our emcee for the evening. As a parent, his wit and humor set just the right tone for the evening.
Proceeds from the Gala provide the critically needed funds to support the work of the Federation. Over the past year, staff, volunteers, and board members worked together to ensure the financial success of this annual event. It is a collective effort and we are pleased to announce that this year's fundraising goal of $125,000 was not only achieved, but also surpassed. The annual silent auction yielded nearly $14,000 alone! This figure represents contributions by over 150 restaurants and businesses that willingly donated their time, services, products, merchandise and food.
The Federation wishes to commend all the donors, volunteers, program participants, and supporters who made this the best Gala yet. We are honored by your commitment to the Federation's mission and thank you for your support.
The 5th Annual Federation Gala will be at the Seaport Hotel in Boston on May 21, 2004.
In addition to the generous sponsors and donors listed below, the Federation for Children with Special Needs wishes to give special recognition to: Ed DeNoble and Jim Whalen for helping us to make this a truly successful fundraising event; Brooke Heraty, Miryam Wiley, Hope and Gary Colen, Ed and Allyson DeNoble, Jim Whalen, Mike Anderson, Micki Avery, Lorna Jane and Linda Cohen for their outstanding work in soliciting silent auction donations; Mary and Brooks Thompson, Deyin Zang and Chong-Sheng Wang for their coordination of the silent auction tables; Anne Howard and Rosie Howard Carter for their creative Gala decorations; The Federation for Children with Special Needs wishes to thank all staff, volunteers and board members for their dedication and commitment to quality education, healthcare, and for their tireless efforts working to protect the rights of all children.
The Federation also wishes to thank the program participants: Deborah Klein Walker, Martha Ziegler, Sergio Brandão & Manga-Rosa and Joe Sciacca as well as all those in attendance at the 2003 Gala.
The Federation for Children with Special Needs gratefully acknowledges the generous financial support of the following individuals and organizations:
|
Presenting
Sponsors Friends Table
Sponsors Donations |
Donations,
continued |
Donations,
continued Polly Pierce Donna Pinzone Kenneth Plifka Barbara Popper Jim Raisides Rob Restuccia Julius Richmond Pat Rismiller Louis & Connie Rizoli Jacqueline Samalis Joanna Samuelson Claire Sanford Steve & Jill Sanford Linda Schwabenbaur Maureen Stanton Caleb Stewart James & Marge Sunners Marge Sunners Charlotte Swartz Rusty Tamlyn Ann Taylor Katharine Thomas Mary Thompson Maribeth Timony Nancy Turnbull Renee Varrin Paul Walker Brendan & Kay Walsh Heidi Warner Bryan & Elyse Weadock Karl Weller James Whitters Bob & Cynthia Willen Alice Williams Americas Industrial Realty Corp. Americas Property Management Beacon Health Strategies Cardinal Capital Partners, Inc. Colliers, Bennett & Kahnweiler Easton & Associates Ewe Warehouse Investments Kwartner Associates New Boston Fund Pelmad Corp. Road Warrior The Flynn Company The Zwanziger Goldstein Foundation Van Der Moolen L & L Associates Gnomon Copy Institute for Community Inclusion Lemberg Children's Center The Learning Lab @ Lesley Alexander, Aronson, Finning & Co., P.C. Toward Independent Living & Learning (TILL), Inc. Ruggles Pharmacy Massachusetts Rehabilitation Commission Family Voices Miryam & Bruce Wiley Peggy & Mike Curran |
The Federation would also like to thank the Silent Auction Donors that helped make the 2003 Gala a success:
|
Albert's of
Brookline |
Geanne's
Green
|
Panera Bread
|
The following general principles in reading instruction apply to all students, regardless of a student's age, ability level, or ability to speak English.
These principles have been excerpted and adapted from Teaching Students with Disabilities to Read (September 2000) by Carolyn A. Denton and Jan E. Hasbrouck, a publication of the PEER Project at The Federation for Children with Special Needs, Boston.
All students have the right to quality reading instruction, whether they are in preschool, elementary, middle, or high school. Parents have the right to insist that the school provide instruction designed to help their children improve their reading skills. Remember, too, that President Bush's mandate that no child be left behind includes children with disabilities and those whose first language is not English. Reading instruction should be an important part of the Individualized Education Program (IEP) for students with disabilities.
Parents should, first and always, communicate with their children's teacher(s). Parents can simply ask their children's teacher(s) what they can do to help their child at home. Parents are also important sources of information about their child's interests, abilities, and learning styles. Coordination of school and home efforts is one of the best ways to help a student succeed. Strategies to ensure communication and coordination between school and home can be addressed in a special Compact for Reading, and in a student's IEP.
Although different methods of teaching reading may work equally well with students having a variety of special needs, all students benefit from instruction that is systematic and structured. Reading skills should be introduced in careful order, and students must be given a great deal of practice and repetition in each skill, so that they master each skill before new ones are introduced.
The reading material used in reading instruction has to be "not too hard, not too easy," but at the right level for a student. Actual reading of real stories or other material should be part of a student's reading program.
Reading programs for struggling readers should be individually designed based on a student's strengths and needs. Parents and teachers should not make judgments about a student's ability to learn, or about the best way to teach him or her, based solely on a student's disability label, or ability to speak English.
Students with disabilities may need modifications (changes) in the way they receive instruction, and in the way they fulfill class requirements in order to succeed in areas such as science, social studies, and language arts. These modifications are important, but they should not take the place of instruction designed to help students improve their reading skills.
In the past, some people believed that certain methods of teaching reading were best for students with certain disabilities: that some methods were best for students with brain injury, that others were better for students with learning disabilities, and that still other methods were best for students with mental retardation. This belief is not based on sound research. The success of a method of teaching reading depends on the content of the program, the way it is taught, the intensity of the instruction (how often and how actively it is taught), and the needs and strengths of the individual student.
Adapted from Denton, C.A. & Hasbrouck, J.E. (September 2000). Teaching Students with Disabilities to Read. Boston: Federation for Children with Special Needs. Reference: Snow, C.E., Burns, M.S., & Griffin, P. (Eds.) Preventing Reading Difficulties in Young Children. Washington, D.D.: National Academy Press.
Os princípios gerais do ensino de leitura a seguir aplicam-se a todos os estudantes, independentemente da idade, nível de habilidade ou da habilidade de falar inglês.
Estes princípios foram retirados e adaptados do livro Ensinando Alunos Portadores de Deficiência a Ler (Setembro 2000), de Carolyn A. Denton e Jan E. Hasbrouck, uma publicação do PEER Project da Federação para Crianças com Necessidades Especiais, Boston.
Todos os estudantes têm direito a um ensino de qualidade, estejam eles na preschool, elementary, middle, ou high school. Os pais têm o direito de exigir que a escola providencie a instrução designada para ajudar seus filhos a aprimorar o seu nível de leitura. Lembre-se, também, que a diretriz do presidente Bush para que nenhuma criança seja deixada para trás inclui as crianças portadoras de deficiências, assim como as que o inglês não seja a primeira língua. O ensino de leitura deve ser uma parte importante do Programa de Educação Individualizado (IEP -- Individualized Education Program) para alunos com deficiência.
Os pais devem, primeiro e sempre, comunicar-se com o professor(es) de seus filhos. Os pais podem, simplesmente, perguntar ao professor dos filhos o que poderiam fazer para ajudá-los em casa. Os pais constituem uma fonte importante de informações sobre os interesses dos filhos, suas habilidades e estilos de aprendizagem. A cooperação da escola e da família do aluno é um dos melhores meios para auxiliá-lo a ter sucesso. Estratégias para garantir a comunicação e a cooperação entre a escola e o lar podem ser vistas no especial Compact for Reading, e no IEP do aluno.
Ainda que métodos diferentes de ensino de leitura possam funcionar igualmente bem com alunos com necessidades especiais diversos, todos eles se beneficiam de uma instrução que seja sistemática e estruturada. As técnicas de leitura devem ser apresentadas numa ordem cuidadosa, e deve ser dado aos alunos um bom tempo para prática e repetição em cada nível, de maneira quem possam desenvolver cada nível antes de que outros sejam introduzidos.
O material de leitura usado no ensino de leitura tem de ser "nem tão difícil e nem tão fácil", mas no nível adequado para o aluno. A leitura de estórias reais e outros materiais devem fazer parte do programa de leitura do estudante.
Programas de leitura para alunos com dificuldades devem ser planejados individualmente com base nos pontos fortes e nas necessidades dos mesmos. Os pais e os professores não devem fazer julgamentos sobre a habilidade de aprendizagem do aluno, ou sobre o melhor modo de ensiná-lo(a), com base apenas no nível de deficiência, ou na habilidade de falar inglês.
Os alunos portadores de deficiência podem precisar de adaptações (mudanças) no modo como recebem as instruções, assim como no modo como fazem os deveres da sala de aula, para que possam ter um bom desempenho em matérias como ciências, estudos sociais e linguagem. Estas adaptações são importantes, mas não devem tomar o lugar do ensino planejado para ajudar os alunos a aprimorar a habilidade de leitura.
No passado, algumas pessoas pensavam que certos métodos de ensino de leitura eram melhores para alunos com certas deficiências: que alguns métodos eram melhores para alunos com lesão cerebral, que outros eram melhores para alunos com deficiência de aprendizagem, e que ainda outros métodos eram melhores para alunos com retardamento mental. Esta crença não é baseada numa pesquisa de qualidade. O sucesso de um método de ensino de leitura depende do conteúdo do programa, do modo como é ensinado, da intensidade da instrução (com que freqüência e quão ativamente é ensinado), assim como nos pontos fortes e nas necessidades de cada aluno individual.
Adaptado de: Denton, C.A. & Hasbrouck, J.E. (September 2000). Teaching Students with Disabilities to Read. Boston: Federação para crianças com Necessidades Especiais Referência: Snow, C.E., Burns, M.S., & Griffin, P. (Eds.) Preventing Reading Difficulties in Young Children. Washington, D.D.: National Academy Press..
Los siguientes principios para aprender a leer se aplican a todos los estudiantes sin importar su edad, su nivel educativo o su capacidad de hablar inglés.
Estos principios han sido tomados y adaptados de Teaching Students with Disabilities to Read (septiembre 2000) por Carolyn A.Denton y Jan E. Hasbrouck, una publicctión de PEER Project en la Federación para Niños con Necesidades especiales, Boston.
Todos los estudiantes tienen el derecho a recibir una enseñanza de calidad para aprender a leer tanto a nivel pre-escolar, elemental, secundaria y bachillerato. Los padres de familia tienen el derecho de insistir que la escuela ofrezca enseñanza orientada a ayudar a los niños a mejorar sus habilidades en la lectura. Recuerde que el presidente Bush en la ley que ningún niño se quede atrás también incluye a los niños con discapacidades y a aquellos quienes su primer idioma no es el ingles. La enseñanza para aprender a leer debe de ser una parte importante del Programa Educativo Individualizado (IEP por sus siglas en ingles) para los estudiantes con discapacidades. Los padres siempre deben comunicarse primero con el (los) profesor (es) de sus niños. Los padres de familia pueden preguntarle al (los) profesor (es) como pueden ayudar a sus niños en la casa.
Los padres de familia también son fuente importante de información acerca de los intereses, habilidades, e estilos de aprendizaje de sus hijos. La coordinación de esfuerzos entre la escuela y la casa es una de las mejores formas para ayudar al estudiante a triunfar. Las estrategias para asegurar la comunicación y coordinación entre la escuela y la casa puede ser encontradas en Compact for Reading y en el IEP (por sus siglas en inglés) del estudiante.
Aunque los diferentes métodos de enseñar a leer pueden dar los mismos resultados para los estudiantes con una variedad de necesidades especiales, todos los estudiantes se benefician de una enseñanza sistemática y estructurada. Las habilidades en la lectura deben ser presentadas en un orden cuidadoso y a los estudiantes se les tienen que haber dejado practicar y repetir cada habilidad, de manera que ellos la dominen antes de presentarles una nueva.
El material usado en la enseñanza de la lectura tiene que ser "no muy difícil ni muy fácil" pero si debe estar al nivel del estudiante. La lectura de historias reales y otros materiales deben ser parte del programa de lectura del estudiante.
Los programas para estudiantes con dificultades en el aprendizaje de la lectura deben de estar basados en las fortalezas y necesidades del mismo estudiante. Los padres de familia y profesores no deben tomar una decisión sobre las habilidades de aprendizaje del estudiante o la mejor manera de enseñarle basándose solamente en su discapacidad o en su habilidad de hablar inglés.
Los estudiantes con discapacidades pueden necesitar modificaciones (cambios) en la manera que reciben la enseñanza y en la manera de completar los requisitos en la clase para tener éxito en áreas como ciencia, estudios sociales y artes del lenguaje. Estas modificaciones son importantes pero no deben tomar el lugar de las enseñanzas orientadas a ayudar a los estudiantes a mejorar sus habilidades en la lectura.
En el pasado, algunas personas creyeron que ciertos métodos de enseñanza de lectura eran los mejores para los estudiantes con ciertas discapacidades: que algunos métodos eran mejores para estudiantes con daños cerebrales, y otros eran mejores para estudiantes con problemas de aprendizaje y que otros métodos eran mejores para estudiantes con retardación mental. Esta creencia no esta basada en investigaciones. El éxito de un método de enseñanza de lectura depende del contenido del programa, de la manera en que se enseñanza, de la intensidad de la enseñanza (con que frecuencia y que tan activamente se enseña) y de las necesidades y las fortalezas de cada estudiante.
Adaptado de Denton, C.A. & Hasbrouck, J.E. (Septiembre 2000). Teaching Students with Disabilities to Read. Boston: Federation for Children with Special Needs. Referencia: Snow, C.E., Burns, M.S., & Griffin, P. (Eds.) Preventing Reading Difficulties in Young Children. Washington, D.D.: National Academy Press.
Parents for Residential Reform (PFRR) had a successful year. We worked with the Department of Education (DOE) and the Office for Childcare Services (OCCS) to have them post the most recent monitoring reports from both public and private 766 approved schools (www.doe.mass.edu/pqa) and were able to get OCCS to post regulations as well as information about licensing status, staff to student ratio, and much more (www.qualitychildcare.org). The list serve is growing, and we are beginning to partner with others to help disperse much needed information to parents and others.
Our workshops have been very successful, and we are already scheduling workshops for the fall. Visit our