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Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities
ARTICLE

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Assistive Technology Outcomes and Benefits Volume 2, Number 1, ISSN 1938-727X

Abstract

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.)

Citation

Erickson, K.A., Clendon, S., Abraham, L., Roy, V. & Van de Carr, H. (2005). Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities. Assistive Technology Outcomes and Benefits, 2(1), 45-54. Retrieved January 20, 2019 from .

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