2015 TASH Conference has ended
This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Thursday, December 3 • 9:20am - 10:10am
Literacy together: Examination of a peer-supported comprehension enhancement strategy LIMITED

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Limited Capacity seats available

Access to age-appropriate literacy is essential for all students, yet often inaccessible for students with significant disabilities. This study explores the effect of the picture plus discussion (PPD) intervention delivered collaboratively among students with and without disabilities. Results indicate effectiveness of this inclusive teaching strategy in increasing access to and comprehension of age-appropriate texts read aloud. OBJECTIVES: +T2 IMPORTANCE: Access to literacy is an essential part of everyday life, however individuals with significant disabilities often experience limited access (e.g., Browder et al., 2009). This study addresses the current need for increased research on academic content for students with significant disabilities in inclusive settings (Shurr & Bouck, 2013). TRANSLATING TOPIC INTO IMPROVED OUTCOMES:Access to opportunities, instruction, materials, and experiences that support literacy engagement for students with moderate and severe disabilities are generally lacking (Browder et al., 2009, Kliewer, C., Biklen, D., & Kasa-Hendrickson, C., 2006 and Kliewer, 1998). In addition to an overall lack of access to literature instruction and materials for students with moderate and severe disabilities, materials that are present are often not representative of the student?s chronological age (Browder, Trela, & Jimenez, 2007) or are altered versions of the original texts (Shurr & Taber-Doughty, 2012). This study describes the positive outcomes of a follow-up study on an intervention described by Shurr & Taber-Doughty (2012) combining the use of pictures and discussion (PPD) to increase the comprehension abilities of elementary school students with significant disabilities. In this present study, elementary students were read age-appropriate texts aloud along with a peer to assess the effectiveness of modeling to increase comprehension and activity intervention during this intervention. Due to a limited supply of adapted age appropriate texts, and the inherent reduction of relevant information in these materials, using typical texts along with the PPD intervention can allow access to a vast pool of texts for these students with minimal preparation on the part of the teacher. Additionally, expanding the previous use of this intervention adds to the emerging research base for the PPD intervention to extend into inclusive settings. During this presentation practitioners will hear a detailed description of the intervention used in the study as well as participant characteristics and materials used. Introduction to the intervention used in this study could help practitioners, including current and prospective teachers as well as teacher educators, open access for their students to a wider variety of age appropriate texts.

avatar for Jordan Shurr

Jordan Shurr

Assistant Professor, Central Michigan University

Thursday December 3, 2015 9:20am - 10:10am PST
Douglas 1401 SW Naito Parkway Portland, OR 97201

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