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Including Readers with Special Needs
Questions and Answers
Q: It's one thing to say that children with disabilities can learn to read; it's quite another thing to actually do this. What are the facts?
A: in answer to your question, here's a citation from the Statement of Dr. G. Reid Lyon, Chief Child Development and Behavior Branch, National Institute of Child Health and Human Development, National Institutes of Health before the Subcommittee on Education Reform, Committee on Education and the Workforce, U.S. House of Representatives Washington, DC on March 8, 2001:
"The majority of children who enter kindergarten and elementary school at-risk for reading failure can learn to read at average or above levels… Substantial research supported by NICHD [National Institute for Child Health & Development] and OERI [Office for Educational Research & Innovation] shows clearly that without systematic, focused, and intensive interventions, the majority of children rarely "catch up". Failure to develop basic reading skills by age nine predicts a lifetime of illiteracy. Unless these children receive the appropriate instruction, over 70 percent of the children entering first grade who are at risk for reading failure will continue to have reading problems into adulthood. On the other hand, the early identification of children at-risk for reading failure coupled with the provision of comprehensive early reading interventions can reduce the percentage of children reading below the basic level in the fourth grade (e.g., 38 percent) to six percent or less.
In sum, if identified early and provided with immediate comprehensive intervention programs, the overwhelming number of children with moderate to severe disabilities CAN learn to read.
Q: Is one reading intervention program better than the others for children with disabilities?
A. The answer is not that easy. As with the research on reading in general, no one method of instruction is effective for all children with reading disabilities. Even though children may share a disability they still have unique styles of learning that need to be accommodated. Moreover, many children with disabilities do not acquire reading skills in the expected sequence, which necessitates individualizing the reading instruction process further.
The Learning Disabilities Association of America (http://www.ldanatl.org/factsheets/index.html) cites the following approaches as appropriate for use with children with disabilities:
Phonics approach. The phonics approach teaches word recognition through learning grapheme-phoneme (letter-sound) associations. The student learns vowels, consonants, and blends, and learns to sound out words by combining sounds and blending them into words. By associating speech sounds with letters the student learns to recognize new and unfamiliar words.
Linguistic method. This method uses a "whole word" approach. Words are taught in word families, or similar spelling patterns, and only as whole words. The student is not directly taught the relationship between letters and sounds, but learns them through minimal word differences. As the child progresses, words that have irregular spellings are introduced as sight words.
Multisensory approach. This method assumes that some children learn best when content is presented in several modalities. Multisensory approaches that employ tracing, hearing, writing, and seeing are often referred to as VAKT (visual, auditory, kinesthetic, tactile) methods. Multisensory techniques can be used with both phonics and linguistic approaches.
Neurological Impress Technique. This is a rapid-reading technique. The instructor reads a passage at a fairly rapid rate, with the instructor's voice directed into the student's ear. The teacher begins as the dominant reading voice, but gradually the student spends more time leading these sessions. Some students who have learned the mechanics of reading but who struggle with reading fluency frequently benefit from this, as do students who read slowly or who hesitate over a number of words but are able to identify most of the words in a sentence. A student is directed to read a passage without errors. This method functions most effectively when it is practiced for short periods every day.
Language experience approach. The language experience approach uses children's spoken language to develop material for reading. This approach utilizes each student's oral language level and personal experiences. Material is written by the child and teacher for reading using each child's experience. This can be done in small groups and individually. Familiarity with the content and the vocabulary facilitate reading these stories. Each child can develop a book to be read and re-read. This approach helps children know what reading is and that ideas and experiences can be conveyed in print. It does not, however, provide explicit instruction in sound-symbol relationships and other key components of the alphabetic principle.
Reading comprehension support. Persons with learning disabilities who need work on reading comprehension often respond to explicitly taught strategies which aid comprehension such as skimming, scanning and studying techniques. These techniques aid in acquiring the gist, and then focus is turned to the details of the text through use of cloze procedures. (A cloze procedure is a "fill-in-the-blanks" activity where the learner uses clues from the context to supply words that have been deliberately removed from the text.) This technique develops reading skills and an understanding not only of word meaning but also of the structure of the language itself.
Q. What does all of this have to do with IDEA?
A: IDEA--The Individuals with Disabilities Education Act, as amended in 1997, requires that children with disabilities be educated "to the maximum extent appropriate" in the "least restrictive environment." And, while it doesn't specify the term "inclusion," in the legislation, IDEA supports the philosophy that the "least restrictive environment" is the regular education classroom.
In developing the Individual Education Program (IEP) for a child with disabilities, IDEA requires the IEP team to consider placement in the regular education classroom as the starting point in determining the appropriate placement for the child. If the IEP team determines that the "least restrictive environment" appropriate for a particular child is not the regular education classroom for all or part of the IEP, the IEP team must include an explanation in the IEP as to why the regular education classroom is not appropriate.
The purpose of these requirements is to carry out the intent of IDEA, which is to educate as many students with disabilities as possible in the regular education classroom. Robert T. Stafford, one of the bill's primary sponsors, has argued that the legislation is essential "if we are to allow children with special needs to live ordinary lives."
Inclusion provides legal support for the principle that all children-with and without disabilities-should and can learn to read. By the way, you should be aware that IDEA is up for reauthorization this year.
Q: What exactly is bibliotherapy and how will it help children with disabilities learn to read?
A: Bibliotherapy is the use of literature to help children deal with their problems. Children with disabilities who are poor readers tend to suffer from self-image problems. Teachers, RIF Coordinators, and parents must work hard to build up children's confidence.
When children read (or have read to them) books about others who share similar struggles, they feel less alone. Hearing how others have successfully coped with problems can be inspirational. Children get the opportunity to express their feelings and talk through problems when comparing their own experiences to those of characters in a book.
Here are some suggestions for helpful books provided by the Web site, LD OnLine (http://www.ldonline.org/) and referenced in the video:
- Polacco, Patricia - THANK YOU, MR. FALKER - 1998 - ISBN: 0-399-23166-8
Here Polacco shares her childhood triumph over having a reading disorder and discovery of reading in an inspiring if slightly formulaic story. Young Trisha is eager to read, but when she looks at words and numbers, everything is a jumble. Trisha endures the cruel taunts of classmates who call her "dumb," and falls behind in her studies. But finally the encouragement and efforts of a new fifth grade teacher, Mr. Falker, trigger a monumental turning point in Trisha's life. She begins to blossom and develop all of her talents, including reading. Polacco's tale is all the more heartfelt because of its personal nature. Young readers struggling with learning difficulties will identify with Trisha's situation and find reassurance in her success.
- Smith, Sally L. - DIFFERENT IS NOT BAD, DIFFERENT IS THE WORLD: A BOOK ABOUT DISABILITIES - 1994 ISBN: 1-57035-030-2 gr. 2-6
This book helps children realize that being "different" is O.K.; in fact, it makes people more interesting and the world a better place. It is intended to help children with disabilities feel better about themselves. Plus, children without disabilities will see that people may accomplish things in different ways but everyone should respect and prize diversity.
We understand that many specialists in the field of special education realize the limitations of the term dyslexia. In most cases the term is used, it is in place of the term reading disorder.
- Aiello, Barbara - SECRETS AREN'T ALWAYS FOR KEEPS - 1988- gr.3-6
After successfully hiding her learning disability problems from her Australian pen pal, Jennifer becomes very apprehensive when her friend announces she is coming for a visit and wants to spend a day at her school. (48 pages)
- Banks, Jacqueline Turner - EGG DROP BLUES - 1995 - gr. 4-6
Twelve-year old Judge Jenkins has a low science grade because of his dyslexia, so he convinces his twin brother Jury to work with him in a science competition in order to earn extra credit. (120 pages)
- Betancourt, Jeanne - MY NAME IS BRAIN BRIAN - 1993 - gr. 5-7
Brian is a terrible student. His family thinks he is lazy; his friends think that's just fine. In fact, they think some of the things Brian does are really funny - like writing his name as Brain instead of Brian. Brian is helped by his new sixth grade teacher after being diagnosed as dyslexic, but he still has some problems with school and with people he thought were his friends. (128 pages)
- Blue, Rose - ME & EINSTEIN BREAKING THROUGH THE READING BARRIER 1979 - gr. 3-6
Having tried for years to hide the fact that he cannot read, a nine year old boy finally discovers the reason for his problem. (64 pages)
- Cassedy, Sylvia - M.E. AND MORTON - 1987 - gr. 4-6
Eleven year old, Mary Ella, ashamed that her older brother, Morton, is a slow learner and longing for a friend of her own, is astonished when the flamboyant new girl on the block picks Morton for a friend. (312 pages)
- Cleary, Beverly - MUGGIE MAGGIE - 1990 - gr. 3-6
Maggie resists learning cursive writing in the third grade until she discovers that knowing how to read and write cursive promises to open up an entirely new world of knowledge for her. (70 pages)
- Cutler, Jane - SPACEMAN - 1997 - gr. 4-6
Ten-year-old Gary, who is failing the fifth grade and has trouble getting along with the other students, tries to adjust to his learning disability and his assignment to a special education class. (138 pages)
- Fullen, Dave - THE MOUNTAIN SONG - 1992 - gr. 2-6
This is a story about the courage to try and how the ability to climb and reach are essential. It is about how self esteem can grow with each step in the climb to the peak of the mountain. (book, audio, and parent/teacher activity guide)
- Gehret, Jeanne - THE DON'T GIVE UP KID - 1991 -gr. 1-3
What's a kid to do when reading problems get him in trouble and make him the target of teasing? As Alex becomes aware of his different learning style, he realizes that his hero, Thomas Edison, faced similar problems. Together they try new solutions until they succeed at their dream to create things that no one ever thought of before. (26 pages)
- Giff, Patricia R. -THE BEAST IN MS. ROONEY'S ROOM-1984-gr.2-4
Held back for a year in second grade, Richard can't seem to help getting into trouble, until he gets really interested in reading and helps his class in a special way. (76 pages)
- Greenwald, Sheila - WILL THE REAL GERTRUDE HOLLINGS PLEASE STAND UP? 1983 - gr. 4-6
An eleven year old child with a learning disability spends several weeks with an overachieving cousin. They learn a lot about themselves and each other. (162 pages)
- Herold, Ann B. -THE HARD LIFE OF SEYMOUR E. NEWTON- 1990 - gr.2-5
A third grader with learning difficulties is heartened by a spider he names Seymour, who rebuilds his web as necessary and by finding out his father has a problem similar to his own. (95 pages)
- Janover, Caroline - JOSH,A BOY WITH DYSLEXIA - 1988 - gr.2-5
Josh struggles to live down the stigma of his learning disability,dyslexia, and receive both respect and friendship from his peers. The book includes information on the characteristics of dyslexia and a list of organizations that deal with learning disabilities. (99 pages)
- Kirby, Susan - CULLIGAN MAN CAN - 1988 - gr. 4-6
Competing with older brothers who are more talented and surrounded at school by others who seem to excel where he cannot, Eli finds friendship with his neighbor, Mr. Murphy and his rabbits, especially the buck rabbit, Culligan Man. (126 pages)
- Lasker, Joe - HE'S MY BROTHER - 1974 - gr. 1-3
A young boy tells about his brother, Jamie, who has a learning disability. Jamie has trouble at school and on the playground. However, his brother tells about the support Jamie receives from his family who value him for what he can do as well as what he is. (40 pages)
- Levinson, Marilyn - AND DON'T BRING JEREMY - 1985 - gr. 4-6
New in the neighborhood and eager to be part of a new crowd, sixth grader Adam finds it difficult to come to terms with the needs of his older brother who has a learning disability and often seems younger himself. (122 pages)
- Lewis, Marjorie - WRONGWAY APPLEBAUM - 1984 - gr. 3-6
A boy with a learning disability that makes him physically awkward and uncoordinated finds that because of his tremendous effort he does have athletic ability, even if his family's beloved baseball isn't his sport. Readers will delight in his efforts, sympathize with his feelings, and appreciate his triumph at discovering that even if he runs in the wrong direction, he runs fast. (63 pages)
- Peterseil, Tehila - THE SAFE PLACE - 1996 - gr. 4-7
Kinneret, a fourth grader with learning problems, struggles with the tension and shame that make everyday in school a never-ending disaster. She meets a special education teacher in fifth grade who changes her life. (143 pages)
- Quinn, Patrick - MATTHEW PINKOWSKI'S SPECIAL SUMMER-1991-gr.5-8
Personal challenges such as learning disabilities and deafness do not prevent thirteen year old Matthew and his friends from having a summer filled with adventure. (188 pages)
- Smith, Doris B. - KELLY'S CREEK - 1979 - gr. 2-5
Nine year old Kelly can't ride a bike, catch a football or even write his own name because his learning disabilities make it hard for his eyes, hands, and brain to coordinate. Kelly's parents and teacher think he isn't trying. Only at the creek does Kelly, with the help of his friend, Phillip, study the fascinating creatures who live there. When he has to prove the importance of what he has learned in the marsh, Kelly is able to take an important step in conquering his problems. (71 pages)
- Smith, Mark - PAY ATTENTION, SLOSH - 1997 - gr. 3-5
Eight-year-old Josh hates being unable to concentrate or control himself, but with the help of his parents, his teacher, and a doctor, he learns to deal with his condition, known as ADHD.
- Waldorf, M. - JAKE McGEE AND HIS FEET - 1980 - gr. 4-7
A ten year old with a reading disability takes an important step toward dealing with his problem on the day he runs away from school. This tale of where Jake's feet led him is filled with excitement and humor as well as an understanding for a very real boy's concerns. (82 pages)
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