Hugh’s literacy leaps

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Reflection - what these stories exemplify

Key competencies

Hugh’s skill in literacy leaps! He is able to read words and numbers, knows the meanings of words, and signs, navigates on the computer, and speaks more clearly (using language, symbols, and texts). Hugh’s confidence has grown (managing self) as he feels better understood and therefore is able to participate more readily.

How might these stories strengthen Hugh’s identity as a learner?

Hugh is demonstrating to his peers he is a speaker, reader, and writer. He is proud of his achievements and is eager to share these with others – adults and peers (agency). This learning occurred in various classes and in the playground (breadth). Hugh’s literacy learning was in one-to-one situations, in small groups, and with his class. It was distributed across a variety of people and resources – cards, signs, books, and the computer (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

Hugh’s learning is in the learning area of English. He is beginning to recognise some text forms and their differences, as well as to use the ideas in some texts. Increasingly, Hugh shows his awareness of text purpose and audience and expects to be understood, responded to, and appreciated by others. He is in the early stages of drawing on personal experience to express simple ideas and information.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

All of the staff who support Hugh are prepared to try new approaches, to seek help, and be surprised by what Hugh is able to show them and respond accordingly (teaching as inquiry).

By using Hugh’s interest in the computer, we have been able to help him learn some of his more challenging goals, like his phone number and street name (e-learning).

The staff has involved Hugh directly in decisions about his learning and have encouraged him to share his learning with others in ways that build on what he knows and can do (enhancing the relevance of new learning).

Reflective questions for the reader

“How does my literacy programme connect oral, written, and visual language?”

“How do I notice and encourage students to be teachers too?”

Useful resources

Butterfield, N., Arthur, M., & Sigafoos, J. (c1995). Partners in everyday communicative exchanges: a guide to promoting interaction involving people with severe intellectual disability. Baltimore: Paul H. Brookes Pub. Co.

Green. V., & Sigafoos, J. (2007). Technology and teaching: A casebook for educators. Nova Science Publishers, Inc, New York.

Hodgdon, L.A. (1998) . Visual Strategies for Improving Communication – Volume I: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

Ministry of Education. (2002). Kia tūtangata ai: supporting learning: an introductory resource for teacher-aides/kaiāwhina supporting teachers of students with special education needs.

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