Running Head: LITERATURE REVIEW – DOMAIN D 1

Literature Review – Domain D

Lara Porte

18 June 2019

TED 690 – National University

Literature Review – Domain D 2

Abstract

This literature review features an article called, “Planning Lessons for Students With Significant

Disabilities in High School English Classes,” where researchers committed their time to a year-

long research project exploring how teachers and educational teams help students with

significant disabilities engage with grade-level literature in high school English Language Arts

classes in ways that promote positive long-term outcomes. Many special education teachers find

themselves faced with the challenge of meeting the needs of students with IEPs who need more

accessible text versions in order to support their learning and success in a more literate class

community. The article presents a simplified set of steps to design and prepare adapted literature

so that students with significant disabilities can participate and benefit from high school general

education ELA curriculum.

Literature Review – Domain D 3

Introduction

General education and special education teachers work together to design instruction and

lessons that meet the needs of students with special needs, so that they can be positively included

within the general education system. By law, all students regardless of special needs are granted

access to the general curriculum. According to Apitz, M. et. al., 2017, “students with significant

disabilities have intellectual disability and require individualized modifications, adaptations, and

supports to access grade-level content” (p. 169). This group of students presents a unique

challenge and it is the teacher’s job to determine the most important literacy skills to teach and

how to teach them, especially the skills that encourage students to reach across all areas of their

lives. Research shows that “students with significant disabilities have better access to the

general curriculum, and literacy in particular, when they are educated alongside students without

disabilities” (Apitz, M. et. al, 2017, p.169). High school grade-level literature is usually quite

advanced with complex themes. When students with significant disabilities enter middle or high

school, teachers might not have the time to adapt literacy materials in addition to focusing on

skills that promote transition to adulthood. However, Megan Apitz and her team have developed

a step-by-step system for educators to plan lesson materials and resources to support these

students as discussed in the article, “Planning Lessons for Students With Significant Disabilities

in High School English Classes.” Some strategies for adaptation include shared reading or

structured read-alouds using adapted books, using brief passages, key words paired with images,

repeated lines to emphasize main ideas, and multiple media formats.

The Six Steps

The first step is to outline the story and provide a summary for the students to refer to

while reading the adapted text. The authors mention multiple ways to adapt the text and include a
Literature Review – Domain D 4

table with specific adaptations for both digital or physical books. The next step is to help

students recognize the key themes and essential ideas of the book. The authors suggest: “Using

the outline from Step 1, identify plot points at which each theme is emphasized” (Apitz, M. et. al,

2017, p. 171). Taking this step in planning can support this group of students by showing them

exactly where the theme is presented to ensure they have a head start with the rest of the class.

Step three involves choosing key vocabulary to target for instruction. It is key to “choose

vocabulary that the students do not already know . . . [and] that will be useful in everyday

contexts” (Apitz, M. et. al, 2017, p. 171). The best vocabulary relates back to the themes of the

text, can be used by teachers, peers and family of the student in natural contexts and is used often

verbally and in writing. “Students with significant disabilities are likely to need more

opportunities to experience a new word in context before using it expressively than students

without disabilities” (Apitz, M. et. al, 2017, p. 171). Some teachers even use word walls to

display the necessary vocabulary for the class and if a student requires a special device to speak

or write, it is important to take the time to program these words into their device for them.

Returning to the outline, step four encourages teachers to identify the most important events in

the story. One thing to keep in mind is that some “students might benefit from a more complex

story line . . . [and the] amount of detail that is included about each event can also be

differentiated based on the needs of the student using the materials” (Apitz, M. et. al, 2017, p.

171). As an educator, we need to make it a point to learn about our students with special needs

because while we may think we are providing them with the best resources because they are

simplified, the student might need more detail than one might think. Next, educators must write

the adapted text. This can be done in many different ways such as using presentation software so

it contains color, embedded animations and sounds, various fonts and sizes and can be printed in
Literature Review – Domain D 5

landscape format. From there, the text can be printed and laminated so students can write and

erase easily with a dry erase marker. Accessories can be added to make turning the pages more

easily if they have difficulties or alternatively, pages can be turned with a mouse using a digital

version. “When modifying the text, maintain the author’s original words as much as possible in

order to stay consistent with the genre of the text. Certain lines or phrases might have cultural

importance and are essential to fully experience the text” (Apitz, M. et. al, 2017, p. 172). The

text also must remain age-appropriate for the student when making these modifications to the

design of the adapted text. Finally, step six discussed the significance of choosing appropriate

pictures. The same picture throughout can be helpful in circumstances like the setting, but an

educator should only use “the minimum number of pictures necessary so that they enhance,

rather than detract from, the comprehensibility of the story” (Apitz, M. et. al, 2017, p. 172).

With text adaptation comes proper instructional procedures and timing. Teachers should

be aware of the time it will take for the students to get set up and remain following along with

the rest of the class, so that the hard work in planning plays out smoothly. Peers can also provide

instruction using prompting and reinforcement as needed throughout a lesson. In conclusion,

adapting grade-level literature may be time-consuming at first, but it can help provide equity to

all learners in the classroom. Students are also taught to generalize the skills targeted in the

adapted text lesson so they can expand their knowledge and become self-advocates for their

education.
Literature Review – Domain D 6

References

Apitz, M., Ruppar, A., Roessler, K., and Pickett K. J. (2017). Planning Lessons for Students

With Significant Disabilities in High School English Classes. Teaching Exceptional

Children, 169-174.

http://web.b.ebscohost.com.nuls.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=0&sid=14

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