di: DI with non, or minimally verbal students

[Carol Pio]

I have used ELSB.  For several years, I taught self-contained for students
with Intellectual Disability and Autism. I found ELSB to be very
user-friendly and the kids loved it. But those students with ID still
struggled to make meaning with the phonics components. I found this program
not to be rigorous enough for the majority of my non-verbal students with
Autism. But definitely worth investigating!

On Thu, Aug 2, 2018, 11:55 AM Shanon Sittler <ssittler at tulpehocken.org>
wrote:

> I feel that language for learning requires a lot of language for a
> non-vocal child to meaningfully participate in instruction. I do believe
> that it would be very difficult to determine if a skill is mastered.  Has
> anyone used/considered Early Literacy Skills Builder (ELSB) published by
> Attainment?  I absolutely love SRA DI, but ELSB captures those low
> incidence and non-vocal kids in a way that Language for Learning can not.
> It is definitely a program worthy of looking into.
>
> As an aside, it is so encouraging to hear an administrator saying, “We can
> do better!”  Thank you for the thought you are putting into this!
>
> Best Wishes,
> Shanon Sittler
>
> Sent from my iPhone
>
> On Aug 1, 2018, at 2:12 PM, Cathy Burner <cathyb1 at aol.com> wrote:
>
>
> Elissa,
>
> The Language for Learning CD is a sleeper.  I find this very appropriate
> for the population of students you have described.
>
> All the best for a great school year,
>
> Cathy Burner
>
>
> -----Original Message-----
> From: Elissa McKenzie <elissa at stlillian.org>
> To: DI <DI at lists.uoregon.edu>
> Sent: Mon, Jul 30, 2018 12:37 pm
> Subject: di: DI with non, or minimally verbal students
>
> I am an administrator for a small school for children who have
> communication and learning challenges.
>
> Our students have diagnoses that include ASD, Down Syndrome, Apraxia of
> Speech, Cerebral Palsy, and more...
>
> We have been using Reading Mastery with fair success but feel we can do
> better.  In our school, we have the support of Speech Language
> Pathologists, ABA providers, OT's and PT's.  We use communication devices
> as well as picture boards for communication.  Still, we do find it
> difficult to assess the progress for students who are non-verbal or
> minimally verbal.
>
> We are very creative with students support, but feel our students are
> limited by mastery being dependent on the verbal performance. Is there a
> systematic way to assess receptively as well as expressively?
>
> Or, is there a DI program for non or minimally verbal students.
>
> Any support or shared experience is appreciated.
>
> Thank you
> _______________________________________________
> di mailing list
> di at lists.uoregon.edu
> https://lists-prod.uoregon.edu/mailman/listinfo/di
>
> _______________________________________________
> di mailing list
> di at lists.uoregon.edu
> https://lists-prod.uoregon.edu/mailman/listinfo/di
>
> _______________________________________________
> di mailing list
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>

On Aug 2, 2018 11:55 AM, "Shanon Sittler" <ssittler at tulpehocken.org> wrote:

I feel that language for learning requires a lot of language for a
non-vocal child to meaningfully participate in instruction. I do believe
that it would be very difficult to determine if a skill is mastered.  Has
anyone used/considered Early Literacy Skills Builder (ELSB) published by
Attainment?  I absolutely love SRA DI, but ELSB captures those low
incidence and non-vocal kids in a way that Language for Learning can not.
It is definitely a program worthy of looking into.

As an aside, it is so encouraging to hear an administrator saying, “We can
do better!”  Thank you for the thought you are putting into this!

Best Wishes,
Shanon Sittler

Sent from my iPhone

On Aug 1, 2018, at 2:12 PM, Cathy Burner <cathyb1 at aol.com> wrote:


Elissa,

The Language for Learning CD is a sleeper.  I find this very appropriate
for the population of students you have described.

All the best for a great school year,

Cathy Burner


-----Original Message-----
From: Elissa McKenzie <elissa at stlillian.org>
To: DI <DI at lists.uoregon.edu>
Sent: Mon, Jul 30, 2018 12:37 pm
Subject: di: DI with non, or minimally verbal students

I am an administrator for a small school for children who have
communication and learning challenges.

Our students have diagnoses that include ASD, Down Syndrome, Apraxia of
Speech, Cerebral Palsy, and more...

We have been using Reading Mastery with fair success but feel we can do
better.  In our school, we have the support of Speech Language
Pathologists, ABA providers, OT's and PT's.  We use communication devices
as well as picture boards for communication.  Still, we do find it
difficult to assess the progress for students who are non-verbal or
minimally verbal.

We are very creative with students support, but feel our students are
limited by mastery being dependent on the verbal performance. Is there a
systematic way to assess receptively as well as expressively?

Or, is there a DI program for non or minimally verbal students.

Any support or shared experience is appreciated.

Thank you
_______________________________________________
di mailing list
di at lists.uoregon.edu
https://lists-prod.uoregon.edu/mailman/listinfo/di

_______________________________________________
di mailing list
di at lists.uoregon.edu
https://lists-prod.uoregon.edu/mailman/listinfo/di

_______________________________________________
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di at lists.uoregon.edu
https://lists-prod.uoregon.edu/mailman/listinfo/di
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