Teaching Literacy to Students With Significant Disabilities
Strategies for the K-12 Inclusive Classroom
Cognitive Impairments | Profound & Multiple Learning Difficulties | Special Needs Teaching Methods
- accessing the general curriculum;
- literary activities;
- parental involvement;
- pre- and post-assessment;
- peer support;
- school-wide approaches;
- evaluation and grading;
The project also includes very practitioner-oriented pedagogy, including Frequently Asked Questions, chapter by chapter references, bibliography with short summaries, and relevant websites.
June Downing is a Professor at California State University, Northridge, where she prepares teachers to work in the area of moderate/severe disabilities. She has been the project director of numerous federally-funded projects to train teachers. For the past 16 years, her focus in teacher preparation has been in the area of inclusive education.
After receiving her BA in Sociology from the University of Colorado in Boulder, Dr. Downing went on to pursue her training at the University of Northern Colorado where she earned an MA in special education with an emphasis in visual impairments. Her Ph.D. in special education with an emphasis in severe and multiple disabilities, including sensory impairments, is from the University of Arizona.
She is currently on the editorial board of The Journal of the Association for Persons with Severe Handicaps and Augmentative and Alternative Communication and has published numerous articles, monographs, training modules, and book chapters in her areas of expertise.
“Literacy is power—power to control your own life and influence the world around you. This book makes an important contribution. June Downing has challenged our assumptions about and expectations for students with significant disabilities.”
Sample Materials & Chapters
Chapter 1: Literacy and a Free Appropriate Public Education