Listen to the MUSTN'Ts, child. Listen to the DON'Ts. Listen to the SHOULDN'Ts, the IMPOSSIBLEs, the WON'Ts.
Listen to the NEVER HAVES, then listen close to me-   ANYTHING can happen, child. ANYTHING can be.     ~ Shel Silverstein

Some people believe that students with significant cognitive disabilities cannot successfully learn academic content. Studies show that this is a misperception. The education system should start with the assumption that every child can learn. This is called “the least dangerous assumption” because exposing students to learning is not harmful, but keeping them from it is.
Ms. Barber
Special Education
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THE EDMARK READING PROGRAM

The Edmark Reading Program has been designed for students with learning or developmental disabilities and those who have not succeeded with other reading methods.

The Edmark Reading Program uses a whole-word approach, with short instructional steps, consistent repetition, and positive reinforcement to ensure that students experience immediate success. Multiple learning modalities are incorporated into this highly effective process with a variety of lesson formats that keep students motivated and involved.


Introducing a new word

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Words are introduced along with sign language to represent each word. This is a multi-sensory approach to learning.


Comprehension

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DIRECTION CARDS are used for children to demonstrate comprehension of their new words. Students read each box and get the pictures to match. The cards start off easy with one or two words and pictures per box. As students learn more words, the cards get increasingly more difficult, asking them to follow commands within each box (ie - Put the fish on the table and the paper under the table).

Sign language is not only a beautiful language, but a perfect complement to teaching children in a multisensory way because:
  • The auditory aspect of sign is when you say the word along with the sign. Of course, people who are deaf do not necessarily speak when they sign. But when using sign language with hearing children, using your voice along with the sign reinforces the sign through the auditory avenue.
  • The visual aspect of sign allows for words and concepts to be represented and discussed in a more tangible way with children. For example, the concept of wind. Wind is invisible, so how do you get this concept across to a child? With sign language, your hands provide a visual representation of wind which makes the invisible visible.
  • The kinesthetic aspect of sign is when the child makes the sign. Feeling how the sign is made creates additional avenues in the brain to connect the word with the concept.
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A PICTURE PHRASE CARD is another way to demonstrate comprehension. Students read the cards and match them to the pictures.

Supplemental Worksheets

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Supplemental worksheets give immediate reinforcement following each lesson. Additional pages are completed in the classroom or for homework at parent request.

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