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ERIC Number: EJ1002118
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1938-727X
Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities
Erickson, Karen A.; Clendon, Sally; Abraham, Linzy; Roy, Vicky; Van de Carr, Hillary
Assistive Technology Outcomes and Benefits, v2 n1 p45-54 Fall 2005
Three classroom teachers and their 23 students with significant developmental disabilities were studied across 8 weeks as a new literacy and communication instructional program, "MEville" to "WEville," was implemented. Before and after the implementation, the students were tested on a variety of literacy measures, their teachers were interviewed, and each classroom was observed. During the implementation, each classroom was observed at least once each week for a total of 35 hours of observation. Measured outcomes and benefits of the "MEville" to "WEville" program were evident for the students in each classroom. Students demonstrated increases in their attempts to initiate and sustain social interactions, and improvements in their literacy skills and understandings. Although observed differences did not reach statistical significance, the outcomes represent a significant practical difference for the children in the current study. (Contains 2 tables.)
Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina