Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Opening Pages: Creating Inclusive Literacy Spaces for Unique Learners! April 28, 2025 Anna Hodnefield, MS, CCC-SLP Karley Sykora, MS, CCC-SLP Introductions Anna Hodnefield, MS, CCC-SLP Pillager Public Schools Language Link, LLC Karley Sykora, MS, CCC-SLP Paul Bunyan Education Cooperative Learner Objectives By the end of our time together, you will… •Demonstrate an understanding of the challenges faced by students with low- incidence disabilities in accessing phonics - based literacy instruction. •Share evidence - based, practical strategies for adapting literacy materials to be accessible for students with complex learning needs. •Identify key elements of an inclusive literacy environment designed for students with low - incidence disabilities. •Confidently collaborate with teams to adapt reading instruction for students with the greatest learning challenges, ensuring a universally designed system that works for all students. Literacy Instruction is a Right Literacy Bill of Rights “All persons, regardless of the extent or severity of their disabilities, have the basic right to use print.” •Literacy is a Human Right: Every individual, regardless of ability, deserves access to literacy instruction and tools. •Inclusive Literacy for All: Complex communicators and those with low - incidence disabilities can and should be taught to read and write. •Support Individual Expression: Literacy ensures everyone can share their unique voice, ideas, and needs in ways that are accessible and understood by all. Definition of Key Terms •Low - incidence disabilities: typically, a prevalence rate of ~1% visual, hearing, traumatic brain injury, deaf/blind, orthopedic/physical impairments (spina bifida, cerebral palsy, etc) •Phonics - based literacy instruction: Phonics is foundational knowledge of the alphabetic code - how sounds connect to letters, the skills to manipulate them, and the rules that shape written language. It must be explicitly taught to all to ensure equitable access to literacy and empower every learner to engage with the world. •Universal Design for Learning (UDL): A framework that uses flexible methods, materials, and assessments to ensure instruction is accessible, inclusive, and aligned with each learner’s strengths and individual needs. Misunderstanding about Phonics for Unique Learners •Too many children with complex needs are not given the opportunity to learn phonics, leading to a focus on while word or sight word memorization. oWhole word memorization: stored in visual memory, with limited capacity. oPhonics - based learning: stored in phonological memory, offering much greater capacity and the potential for unlimited word learning. •The memorization of sight words does not provide individuals with the flexibility to use what they already know about words to read unfamiliar or new words. Challenges in Accessing Phonics - Based Literacy Instruction Barriers Faced by Students •Physical , sensory, and cognitive challenges •Limited availability of adapted materials •Misconceptions about capability •Assumptions that phonics is too complex •Majority of curriculum and programs are designed for mainstream learners Case Study Evidence-Based Strategies for Adapting Literacy Materials ★The question we must focus on is not “what do we teach” it is “how do we make it accessible ” 1. AAC Devices •Add phonics keyboard to the AAC device •Include vowel teams, digraphs, and other phonics elements - not just the alphabet letters. 2. Visual Place Marker (VPM): •Use colored dots to anchor auditory information. •Requires a communication partner to assign meaning to each dot. •Always include a "something else" option for flexibility. •Introduce the term "thinking voice" for internal processing. 3. Moveable Alphabet •Provide manipulatives with letters, digraphs, and vowel teams. 4. Physical Needs: •Consider tools like the "Eye Transfer Frame" (Ann Sullivan) to support physical access. •Explore different versions to match individual needs. 5. Sensory Needs: •Use semi - formal delivery of instruction to match sensory preferences. •Incorporate visuals to enhance understanding and engagement. Teaching Approaches •Multisensory approaches oSupport executive functioning skills (attention, focus, memory) o“A Place to Read” (Sullivan ) •Systematic and explicit instruction oExposure to phonological awareness, decoding, vocabulary, language structures, fluency, comprehension, and writing (Erickson) “APlace To Read” - video How do we teach pupils with complex needs to blend? This video shows some of the strategies to use when teaching non-verbal pupils to read (and spell) and focuses on two activities which teach and develop dynamic blending for reading: 1. A Place to Read - teacher models dynamic blending and pupil identifies word. 2. Reveal and Blend - letters slowly revealed and pupil encouraged to match each to a sound and push the sounds together to get the word. The pupil is a 4 year old in Reception (UK), is nonverbal and has fine motor skill difficulties. Systematic, Explicit Instructional RoutineExamples •Shared Reading •Alphabet & Phonological Awareness During Word Identification and Decoding •Predictable Chart Writing •Self-Selected Reading •Structured and Independent Writing Creating Inclusive Learning Spaces Visual Supports •“Thinking voice” symbol •Access to VPM •Big Oops! Access to Communication •Wide range of AAC supports •Lanyard visuals •Staff training and support Creating (More) Inclusive Learning Spaces Books, Books, Books •Alternative access •Increase durability •Modify text Alternative Pencils •Anything that provides access to all 26 letters of the alphabet •No pre-requisites! •Support the cognitive aspect of writing by reducing the motor demand References •Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Paul H. Brookes Publishing Co. •Erickson, K., Koppenhaver, D., & Musselwhite, C. (2020, June). Literacy Instruction for Students with Significant Disabilities. Literacy Instruction for Students with Significant Disabilities. https://literacyforallinstruction.ca/ •Sullivan , A. (2023). Access to Phonics. Charting the Cs logo with black and blue textCharting the Cs logo Questions? Anna Hodnefield, MS, CCC/SLP, ahodnefield@isd116.org Karley Sykora, MS, CCC/SLP, karley.sykora@isd181.org