di: DI with non, or minimally verbal students

[Beth Lang]

Just a thought- non vocal correlates but does not mean low vocabulary. With
the right output system... you could find yoursef denying a kid access to
needed instruction.

Cheers
Beth

On Wednesday, August 1, 2018, 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
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-- 

Beth Lang

*Director/Founder*

Smart Sp*J*t Educational Services LLC

*484-935-1111*

www.smartspotlearning.com



*202 S. Third St. (Rt. 309)*

*Suite 2*

*Coopersburg, PA 18036*

*email: elizabethlang.bcba at gmail.com <elizabethlang.bcba at gmail.com>*
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