Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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Robert W. Ortiz, Ph.D.
California State University, Fullerton
rortiz@fullerton.edu
Abstract
Children with disabilities are being taught in classrooms with non-disabled students in larger numbers every day. This process of “inclusion” is a worldwide phenomenon that is seen as a positive step towards teaching children with special needs. The academic expectations of both special needs and non-disabled students to succeed in the classroom are high. The development of literacy skills is an important component of academic achievement. Although teachers play a vital role in helping all children learn to read and write, parents can assist their children become proficient readers and writers. In particular, fathers can engage in literacy skill building activities at home with their children that are both enjoyable and helpful. To assist fathers with this goal, Project DADS was developed. Project DADS is a training model that works with fathers in helping them develop the confidence and techniques needed to assist their children with reading and writing development – the skills that children will need in an inclusion classroom.
Students with disabilities are being included in classes with their non-disabled peers in larger numbers. One area of academic learning that is expected of all students in an inclusion classroom is literacy development. Learning to read and write is oftentimes a complex process for many children, let alone for students who have been identified with a disability. Children with special needs face even greater risks in relation to literacy development because of low parental expectation levels. For example, Light and Kelford (1993) found that parents of young children with disabilities ranked making friends and development of communication and self-care above literacy growth, while parents of their non-disabled peers gave literacy a higher priority.
The literature documents the importance of parent involvement and children's educational achievement (Wilson, 1991), particularly as it relates to literacy development. Parent involvement strategies, as effective techniques in assisting their children develop literacy skills, is an area receiving wider support today. In particular, parent involvement has had important short- and long-term effects in the area of literacy development (Morrow, 1997). While early childhood leaders have long encouraged participation of mothers, they have only recently begun to assert a need to involve fathers (McBride & Rane, 1997).
Currently, there is a renewed interest in the role of fathers in their children's early literacy development. This interest stems from the fact that, until recently, fathers were viewed as the hidden parent.
They [fathers] were assumed to be the breadwinners of two-parent families, but of limited importance in non-financial aspects of children's well-being and development (National Center for Education Statistics, 1997, p. v).
A study (National Center for Education Statistics, 1997) released by Ex-Vice President, Al Gore, and past U.S. Secretary of Education, Richard Riley, highlights the link between father involvement in education and children's academic success. Key findings include:
• Children are more likely to get A's and less likely to repeat a grade, if their fathers are involved in their schools.
• Children do better in school when their fathers are involved, regardless of whether their fathers live with them.
• The relationship between fathers' involvement and children's success in school are important, regardless of income, race-ethnicity, or the parents' education.
Unfortunately, the report concludes that many fathers in two-parent families, as well as fathers
not living with their children, have low involvement with their children’s education.
Faced with a seeming overwhelming task of playing “catch-up” with their non-disabled peers in an inclusion classroom, special needs children can benefit tremendously when a father contributes to their developing literacy skills. Therefore, the purpose of this presentation is to describe a model (Project DADS) for training fathers in literacy development. It is an attempt to encourage fathers to assist with their children’s reading and writing skill-building efforts.
From its inception, Project DADS has undergone a metamorphosis. Project DADS began as brief two hour-a-month informal “chats” with fathers on the importance of their role in early literacy activities. It has now grown to a major training program and is in its 8 th year of operation. The Project’s model consists of nine components. Recruitment and Authentic observation will be discussed first followed by seven curriculum modules.
Recruitment
Recruitment is the initial component of the DADS’ model. The typical process is to contact local programs serving young children, such as schools and private organizations, to determine interest in the training. If interest is indicated, a follow‑up meeting is arranged with the principal and director to discuss various issues such as scheduling, incentives, and recruiting methods.
Authentic Observation
Step two is authentic observation (Trussell-Cullen, 1996). In this step, fathers and children are observed as they interact in their environments. This step employs Bruggleman's Early Literacy Scale (1998) to identify emerging child behaviors in traditional domains, as well as response and initiations to language used in books and songs, and the adult's matching facilitating behavior. The observer checks items on the scale and records anecdotal notes. This step is often viewed as optional given the various difficulties that are experienced in the recruitment and retention process such as the availability of time and funds.
Social Interaction . Project DADS’ staff trains fathers to engage in social interaction (e.g., singing, talking, and playing) with their young children as early as the first month of infancy. For example, fathers learn to use reciprocal play in relation to emerging developmental milestones. During this training segment, fathers brainstorm and share their responses to sample milestones that they learn to treat as cues from their children. Play activities organized around milestones such as naming objects, imitating, and scribbling provide positive language opportunities that become the foundation for later reading and writing.
Reading . Most early childhood professionals (Kupetz & Green, 1997; Soundy, 1997) recognize the value of reading to young children. Based upon their research, Allison and Watson (1994) suggested that caregivers begin to read to infants during the first three months since the sound of the reader's voice while being held seems to be very comforting to such young children. As reported by Anderson, Hiebert, Scott, and Wilkinson (1985), reading to young children has been found to be the single most important activity for building later reading success.
In addition to obtaining an introductory‑level knowledge base as one of the benefits of reading to young children, participating fathers receive suggestions on selection of books, guidelines for reading such as choosing times when children seem most alert (e.g., bathtime) and sources of children's books such as local public libraries, bookstores, and garage sales. Upon conclusion of this segment of training, fathers choose a gift from among an array representing 13 types of previously discussed children's books. If a follow‑up training session is involved, fathers are asked to read this book to their child and to reflect upon the results of the assigned reading activity at the next session.
Prewriting and Writing . In this segment of the training, fathers learn that prewriting activities involving grasping can begin as early as the first month when the thumb emerges. To help ensure that fathers apply this portion of the training, the project gives fathers a prewriting kit that consists of materials assembled at local craft stores that can be used for prewriting activities such as tracing lines, coloring, and copying shapes. Fathers also learn to complement the formal writing instruction provided at school by creating a writing center at home. Instruction is provided on how to recognize children's readiness for writing, the use of child‑sized furniture, how to teach children appropriate posture, positioning of paper for left‑ and right‑ handed children and how to teach young writers to hold a writing instrument (Utah State University, 1998).
Environmental Print . In addition to reading books, young children have exposure to other sources of print in their environment. DADS’ staff trains fathers to engage their children in planned and spontaneous environmental print activities in:
School‑home Interaction . Fathers learn that participation in their children's education results in benefits such as improved student achievement. Project DADS’ staff provides the fathers with options for levels of participation, examples of involvement at each level, and engages trainees in self‑assessments of actual and desired levels of participation.
Technology . Participating fathers learn that low‑tech and high‑tech applications can be used to promote literacy across all other areas of the DADS’ training. Economical low‑tech reading applications such as board books with accompanying story cassettes are introduced. High‑tech applications that are discussed include communicating with teachers via e‑mail (i.e., home‑school interaction) and promoting writing by using word processing. At the conclusion of the technology training, fathers receive handouts listing appropriate web sites for parents, children, and teachers including those that are specific to literacy.
Storytelling . Fathers are encouraged to develop literacy and pre-literacy skills through storytelling activities. The importance of communication between parent and child through storytelling is emphasized. Storytelling helps parents and children to see the relationship between prior knowledge and experience, and how this connects with the larger world of text and print. Family histories and life experiences are examples of stories that fathers can share with their children.
As Trussel-Cullen (1996) has suggested, "the foundations of literacy are laid at home during the early years (p. 176)." The training described above outlines a father-involvement model that attempts at laying the foundation of early literacy within the home environment. Although the training modules were described for at-risk and special needs children, the strategies offered are appropriate for children who are non-disabled.
There are two implications when considering fathers as "educators" of their young children. First, school- and community-based programs addressing early literacy skill building may wish to include strategies in assisting fathers to help their young children improve reading and writing abilities. Teachers and agency staff members can assist fathers in identifying activities that aid in the development of specific literacy areas, such as sentence construction, spelling, word recognition, and writing techniques. Fathers can participate in interesting and enjoyable ways to help their children understand the connection that exists between printed words and the words' function. They can also serve as literacy role models and provide the motivation and encouragement to read. They can be encouraged not only to attend parent-teacher conferences, open house, and other school related functions, but share the significance of these activities with their children by reading about upcoming events through letters, flyers, and memoranda sent home by the school.
Second, with fathers as active participants in literacy practices, children will view both parents as resources and "meaning makers" of their environment. For many parents, engaging in literacy is an everyday experience. However, parents may not realize the benefits that are associated with reading and writing in the presence of their children or discussing the importance of text and print in the context of their environment. In demonstrating and discussing the meaning in which literacy practices occur, parents assist children in understanding the function and purpose of print. Parents play a significant role in the education of their young children. Encouraging and supporting parents' efforts in helping their children take their first steps in learning to read and write is a goal well worth achieving.
Finally, increasing the level of male involvement in early literacy programs can present quite a challenge. It is often difficult to recruit fathers to attend the training seminars. This may be due to cultural and gender stereotyping or economic responsibilities where, historically, fathers worked and mothers provided childcare. However, a shift toward increased male involvement in early literacy development can bring many benefits. Rewards that will last a lifetime.
Allison, D. T. & Watson, J. A. (1994). The significance of adult story‑book reading styles on the development of young children's emergent reading. Reading Research and Instruction, 34, 57‑72.
Anderson, R. C., Hiebert, E., Scott, J. A., & Wilkinson, 1. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Academy of Education.
Brueggeman, M. (1998). The early literacy interaction scale. Ashland, OH: Ashland University.
Kupetz, B. N., & Green, E. J. (1997). Sharing books with infants and toddlers: Facing the challenges. Young Children. 52 (1), 22‑27.
Light, J., & Kelford-Smith, A. (1993). The home literacy experiences of preschoolers who use augmentative communication systems and of their nondisabled peers. Augmentative and Alternative Communication, 9 (1), 10-25.
McBride, B.A., & Rane, T.R. (1997). Father/male involvement in early childhood programs: Issues and challenges. Early Childhood Education Journal, 25, (1), 11-15.
Morrow, L.M. (1997). Literacy development in the early years: Helping children read and write (3rd ed.). Boston: Allyn & Bacon.
National Center for Education Statistics. (1997). Fathers’ Involvement in Their Children’s Schools . U.S. Department of Education. Office of Educational Research and Improvement, NCES 98-091. Washington, DC: Author
Soundy, C. S. (1997). Nurturing literacy with infants and toddlers in group settings. Childhood Education, 73, 149‑153.
Trussel-Cullen, A. (1996). Inside New Zealand classrooms. Katonah, NY: Richard C. Owen.
Wilson, M. (1991). Forging partnerships with preschool parents: The road to school success begins in the home. Principal, 70, (5), 25-26.
Utah State University (1998, Fall). Getting ready to write. Parent Newsletter, 22, 1‑4.
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