The tide is beginning to shift regarding how literacy is approached for students with disabilities, specifically those with complex communication needs. The first step is exploring what we believe to be true about students with disabilities. What are the dangers in assuming literacy is not possible? On the flip side, is assuming competence too simplistic? We will discuss these ideas as well as why access to the entire alphabet is needed, the gateway social media offers, and allowing the necessary time for emergent literacy skills to solidify.
This episode is the second of twelve focusing on literacy instruction for students with significant disabilities.
Rachael Langley is a speech-language pathologist working as an Augmentative/Alternative Communication (AAC) Consultant in Michigan. Her 18-year career has focused primarily on supporting students with complex communication needs. A two-time graduate of Michigan State University, Rachael is one of the founders and organizers of the #TalkingAAC Conference, a conference focused specifically on AAC learning. Rachael has presented at local, state, and national conferences. She enjoys creating graphics and other materials related to AAC implementation.
Comprehensive Literacy for All by Karen Erickson and David Koppenhaver
Links to sites Rachael recommends:
Dynamic Learning Maps Professional Development Models
Literacy for All (Edmonton, Canada)
Episode 48: Augmentative and Alternative Communication with guest Rachael Langley
Episodes 49&50: Person Centered Planning and AAC with guest Erin Sheldon
Episodes 36 - 46: Safety Series in season 2
Episode 93: How to Get Assistive Technology into the IEP with guest Lisa Lightner
Find Kim on instagram as @journey2lomah where she often shares in IG stories the application and experimentation of literacy strategies we are learning in these episodes.
