Encouraging students can be task, but many children appreciates the push. My research for encouragement can bring forth alot of effoer and success. There are many positive contriubutions in the research. The role of the teacher is to encourage all attempts at reading, writing, and speaking, allowing students of varying ability to experience the different function and use of literacy activities. Teacher interactions with students with disabilities build on students' knowledge as they develop literacy skills. Teachers use a variety of methods of communicating with students by asking questions, labeling objects and experiences with new vocabulary, and offering practice to help students remember and generalize new concepts and skills. Teaching staff plan activities so that students "have opportunities to integrate and extend their literacy knowledge by reading aloud, listening to other students read aloud, and listening to tape recordings and videotapes in reading corners". Also, staff teaches students how to use the materials in their environment to promote interest and use of literacy materials throughout the classroom. Another strategy involves staff members intentionally making mistakes to demonstrate editing and revising ,modeling for children the importance of making mistakes while demonstrating the writing process.
Some students begin elementary school struggling with literacy experiences. Creating a literacy-rich environment in school enriches literacy experiences of students who may have limited exposure to literacy due to delays or disorders in their development. Making literacy a part of the environment and ensuring that all children have access to the general education curriculum (e.g., Braille for children with visual impairments, assistive technology for children with physical, communication, or cognitive delays) occurs in many ways. Teachers assess the abilities and challenges of students, then problem solve to determine what opportunities will best meet the needs of these students. Specific recommendations for alterations in the environment are best made on an individual basis and with consultation of special educators and related service providers.
As teachers design their learning environment, it is essential that they consider the diverse needs and skills of the students they teach. As they integrate the skills and background of their diverse students, teachers should ensure that each student is represented in their classroom design and instruction. They can individualize the environment to meet the needs of students with disabilities and ensure appropriate opportunities to participate in literacy activities are consistently available. "Children with diverse literacy experiences have difficulty making connections between old and new information".Structuring the classroom in a planned manner that immerses students with disabilities in accessible literacy activities provides them with opportunities to create connections between oral and written language, thereby gaining access to the general education curriculum.
