Overview

We have worked as an AT Team in our current school district for over 10 years and have been repeatedly called in to support literacy instruction. Through consultations with teams, we have identified barriers to literacy instruction of students with low incidence disabilities and complex communication needs. Therefore, we embarked on a grant-funded project to develop resources to support literacy instruction for ALL of our students. This session will summarize our project to date, including: key areas of literacy instruction, feature matching areas to curriculum tools, and strategies for promoting collaboration. A discussion around implementation within your district will follow.

Session Content Disclosure: This session focused on a grant-funded project, “Teaching Literacy to ALL Students”, that was undertaken and implemented by a team based in Lexington Public Schools in Massachusetts during 2019-2021. The project examined key areas of literacy instruction, curriculum resources, and strategies for promoting collaboration, including professional development.

Learning Objectives

1. Identify at least five common barriers in school-based settings for implementation of literacy instruction for students with low incidence disabilities, including complex communication needs.
2. Name at least three components of literacy instruction that should be provided to all learners
3. Explain at least three action steps that can be used in order to promote more robust literacy instruction for students with low incidence disabilities, including complex communication needs.

Primary Strand

Assistive Technology for Physical Access and Participation

Secondary Strand

Augmentative and Alternative Communication

Target Audience

• AT Specialists
• Consultants/Trainers
• Curriculum and Instruction
• Educators
• Instructional Technologist
• Media Specialist
• Speech-Language Pathologists
• Special Education Educators

Experience Level

Intermediate

Primary Life Cycle Addressed

Elementary - Secondary (K-12)

Content Area

Professional Area

Course Schedule

This course was included in the ATIA 2021: AT Connected virtual event education program.

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

ASHA CE Information: 
Recorded Session
Start date of ASHA CEUs offering: March 11, 2021

This course is offered for 0.1 ASHA CEUs. (Intermediate level, Professional area.)

This course is also offered for the following CE Provider Credits:
AOTA; IACET
For: 0.10 CEU Units or 1.0 CEU Hours.

This course was approved by CRCC for CRC CEUs and was included in the ATIA CRC AT for Physical Access and Participation Series (2022-2023). This series offering was available from March 7, 2022 through March 6, 2023. 

Speaker/s:

Rachel Kuberry

Lexington Public Schools, Assistive Technology Specialist

Biography

Rachel Kuberry is currently the Assistive Technology Specialist for Lexington Public Schools in Massachusetts. She began her career in special education over fifteen years ago working as a severe special education teacher. In this role, she developed a passion for assistive technology and providing access to the curriculum for all students. In her current role as AT Specialist for a public school system, Rachel now supports students with a wide range of special needs. Though she still enjoys her work with students, her current passion is AT Implementation and professional development of school-based teams.

Relevant Financial Relationship: Yes
Salary from employment

Relevant Non-Financial Relationship: No

Amy Wonkka, MA CCC-SLP

Lexington Public SchoolsFALSE

Biography

Amy Golding is employed by the Lexington Public Schools as an AAC Specialist. She has worked as an SLP supporting complex communicators and their teams in the Northeast and Midwest. Amy’s clinical interests include interdisciplinary collaboration, school-based service delivery, and communication partner training.

Relevant Financial Relationship: Yes
Salary from the Lexington Public Schools

Relevant Non-Financial Relationship: No