Understanding Interdisciplinary Literacy Practices for Students with Special Needs
Interdisciplinary literacy practices emphasize integrating reading and writing skills across subjects to empower lifelong learners. Specially Designed Instruction (SDI) plays a crucial role in adapting teaching methods for children with disabilities. Learners in this context are required to reflect on the Micr-Credential process, demonstrate SDI strategies in a video, and submit student work samples with predicted lesson outcomes.
- Interdisciplinary Literacy
- Special Needs Education
- Specially Designed Instruction
- Reading and Writing Skills
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Interdisciplinary Literacy Practices: Recognize that Text is Anything that Communicates a Message for Students with Special Needs Stephanie Nichols, LCPS Carole Mullins, KVEC Chasity Craft, KVEC
What are Interdisciplinary What are Interdisciplinary Literacy Practices? Literacy Practices? The Kentucky Academic Standards The Kentucky Academic Standards in Reading and Writing have in Reading and Writing have ten (10) Interdisciplinary ten (10) Interdisciplinary Literacy Practices. Literacy Practices. Literacy is to learn and practice reading and writing skills and to extend those skills to incorporate literacy into all other subjects. (Forsstrom, 2020). These practices are fundamental to fostering an environment that goes beyond teaching and learning isolated skills. Literacy focuses on the larger vision and objective of empowering independent, lifelong learners who think deeply and critically about text. (Kentucky Academic Standards in Reading and Writing, 2019).
Specially Designed Instruction Specially Designed Instruction Explicit Instruction Multiple Means for Practice Scaffolded Instruction SDI is adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum. KCAS, 704 KAR 3:303. 707 KAR 1:002 (58). (IEP and Lesson Plan Development Handbook, pg. 4). Concrete Representation Strategy Instruction Tiered Instruction Direct Instruction Structured Overview
Earner Requirements Part 3 the earner is required to Type a reflection of this Micr- Credential process in 300 500 words. Part 1 earner requirements are: Type an overview and answer questions in 300 500 words. Part 2 earner requirements are: One-page typed lesson plan The earner is required to submit a link, to a video, that shows 5-10 minutes of them engaging students in understanding that text is anything that communicates a message (Interdisciplinary Practice #1 Two (2) SDI strategies used in the video. The earner then submits (3-5 pieces of student work), that is viewed in the video. There is a rubric that accompanies this part to ensure that all sections are completed. To receive a Passing score: The earner would completely answer four prompts with a clear explanation, in a typed narrative format. Prompt will include in what context you are providing interdisciplinary instruction, type of classroom (Regular or Resource classroom), number and grades/age of students, the two (2) specially designed instructional strategies used, and the predicted outcomes of the lesson. To receive a Passing score: The earner would completely answer four prompts with a clear explanation, in a typed narrative format. Prompt will include in what context you are providing interdisciplinary instruction, type of classroom (Regular or Resource classroom), number and grades/age of students, the two (2) specially designed instructional strategies used, and the predicted outcomes of the lesson.
