This session has been completed.

Extending the Writing Process - Supporting Literacy Learning for Students with Significant Disabilities

Facilitator(s): Sandra Gluth
Date:November 30, 2017
Time:9:00 am – 3:30 pm
(Participants should have attended the Getting Started Writing workshop for emergent writers.)
(includes lunch, which is not prepared in a nut/gluten-free environment)
Location: Edmonton (ERLC Office at Elmwood School)
Room 17/18, 16325 - 83 Avenue
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Course code: 18-IE-095

Target Audience

Teachers, Learning Coaches, Speech Language Pathologists, Occupational Therapists

About this learning opportunity

Research has shown that typically developing beginning writers who are supported in self-selected writing choose specific text types based on their writing development including labels, personal stories, descriptions, and informational writing. As students with significant cognitive disabilities move towards an early conventional understanding of writing by understanding how to use their pencil and that writing carries meaning, they may be ready for more explicit instruction in text types.

This workshop will explore how these early types of writing might be introduced and taught to students with significant disabilities who are moving past the scribbling stage and beginning to produce letters and words. You will leave with a wealth of ideas, strategies, and authentic writing tasks to use with your students.

This learning opportunity is being provided through funding from Alberta Education.

About the facilitator(s)

Sandra Gluth is an educator with many years of experience working with students with diverse learning needs. Prior to joining Edmonton Regional Learning Consortium, Sandra was on secondment to Alberta Education as a Curriculum Manager in Inclusive Education. Sandra also worked as a learning technologies consultant with Edmonton Public Schools where she was able to combine her passion for teaching and learning with using technologies to support literacy learning and the success of all students, including those with diverse learning needs. 


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