2016 TASH Conference has ended
Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.
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Thursday, December 1 • 2:30pm - 3:20pm
Stop and Think: Comprehension Self-Monitoring in Inclusive High School English-Language Arts Classes LIMITED

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Limited Capacity seats available

In this session, we will describe the results of a mixed-method (single case design and qualitative methodology) examination of the effects of a comprehension self-monitoring strategy on four students' ability to ask and answer their own questions about texts, and their membership and participation in their general education English-language arts class. Using adapted versions of the texts used in their classes (e.g., To Kill a Mockingbird; Othello) we used systematic instruction to teach students to respond to a visual cue to "stop and think" and ask themselves a question. Using visual and written supports, the students generated and responded to comprehension questions throughout the text. All students met criterion following systematic instruction, and supports were faded for two of the students. In addition, qualitative observations and interviews were analyzed to understand the effect of the intervention on the students' membership and participation in their general education English-language arts classes, as well as teachers' self-efficacy and expectations about student outcomes. By the end of this session, participants will be able to: 1) Explain and implement the "stop and think" strategy. 2) Identify the relationship between engagement and learning in general education English-language arts classes and students' membership and participation in those classes. 3) Explain the challenges associated with providing systematic instruction on general education content in general education classes for students with significant disabilities. 4) Identify areas in need of future research in relationship to literacy instruction in general education classes at the secondary level.

Thursday December 1, 2016 2:30pm - 3:20pm CST
Regency B 1820 Market Street, St. Louis, MO 63103