Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories

Abstract

Literacy may be one of the most important instructional areas for enhancing quality of life for all students. One way to promote literacy skills is through engaging students in the shared reading of a story. In this study, methods for planning and implementing shared stories for three students with multiple disabilities was evaluated via a multiple probe design across participants. Because the students had few consistent responses and complex physical challenges, a team planned the literacy participation using principles of universal design for learning (UDL). Outcomes indicate that all three students improved literacy skills and added to the literature base that shared stories can promote early literacy. Future research and implications for practical team implementation of the augmentative and alternative communication use and UDL components of representation, expression, and engagement are discussed.