Education and Training in Developmental Disabilities - Division on ...

cannot provide this type of <strong>in</strong>struction without
adequate support. We encourage teachers
to seek out additional resources (Coyne et al.,
2006; Carn<strong>in</strong>e et al., 2004; Kame’enui, Carn<strong>in</strong>e,
Dixon, Simmons, & Coyne, 2002), <strong>in</strong>clud<strong>in</strong>g
those that focus on oral language <strong>and</strong>
vocabulary (e.g., Arnold & Whitehurst, 1994;
Coyne, Simmons, Kame’enui, & Stoolmiller,
2004), word recognition (e.g., O’Connor,
2007) <strong>and</strong> comprehension (e.g., Kl<strong>in</strong>gner,
Vaughn, & Boardman, 2007). In addition to
effective curricular materials <strong>and</strong> tra<strong>in</strong><strong>in</strong>g,
teachers need access to educators with expertise
<strong>in</strong> read<strong>in</strong>g <strong>and</strong> behavior who can assist
them <strong>in</strong> tailor<strong>in</strong>g <strong>in</strong>struction to meet the
needs of their students <strong>and</strong> provid<strong>in</strong>g
the positive behavioral support necessary for
students to participate fully <strong>in</strong> lessons. We also
wish to emphasize the importance of persistence
on the part of the students <strong>and</strong> teachers.
The journeys of Jacob, Carl, Rachel, <strong>and</strong> their
teachers have been ones of patience, dedication
<strong>and</strong> perseverance. F<strong>in</strong>ally, we urge teachers
to make all aspects of their read<strong>in</strong>g <strong>in</strong>struction
as mean<strong>in</strong>gful as possible. Letter sounds
should be taught for the purpose of apply<strong>in</strong>g
those sounds to words that mean someth<strong>in</strong>g to
students. If students with ID are to underst<strong>and</strong>
what they read, it is imperative that read<strong>in</strong>g
<strong>in</strong>struction be l<strong>in</strong>ked to mean<strong>in</strong>g that is relevant
to them.
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