Caroline+Musselwhite

=**In conversation with Caroline Musselwhite**=
 * [[image:caroline_musselwhite.png width="400" height="225"]] ||  ||   || These 11 videos and related learning guides provide an opportunity to enhance and support teacher practice in the area of literacy for students with significant disabilities. Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with significant disabilities. Dr. Musselwhite was recently in Alberta and we had the opportunity to engage her in conversation with about literacy and students with disabilities. ||

Why good literacy instruction is good for all students, including students with significant disabilities.
 * [[image:#1a.png width="320" height="177" link="@http://inclusiveeducationpdresources.ca/literacy/conversation_with_caroline_musselwhite.php#0"]] ||  ||   || **Good literacy instruction is good for all students** [2:08]

|| The importance of having a high level of cognitive engagement for students to explore and understand text.
 * [[image:#2a.png width="320" height="178"]] ||  ||   || **The importance of creating opportunities for students to explore and understand text** [1:55]
 * [[image:#2a.png width="320" height="178"]] ||  ||   || **The importance of creating opportunities for students to explore and understand text** [1:55]

|| How symbols can affect the reading process.
 * [[image:#3a.png width="320" height="181"]] ||  ||   || **Symbols and learning to read** [2:40]
 * [[image:#3a.png width="320" height="181"]] ||  ||   || **Symbols and learning to read** [2:40]

|| Two rules for choosing words to create an effective classroom word wall.
 * [[image:#4a.png width="320" height="178"]] ||  ||   || **Choosing words for the classroom word wall **[1:33]
 * [[image:#4a.png width="320" height="178"]] ||  ||   || **Choosing words for the classroom word wall **[1:33]

|| The importance of meaningful repetition in learning, particularly for students with significant disabilities.
 * [[image:#5a.png width="320" height="179"]] ||  ||   || **Importance of repetition and variety in learning** [1:11]
 * [[image:#5a.png width="320" height="179"]] ||  ||   || **Importance of repetition and variety in learning** [1:11]

|| The importance of helping students with significant disabilities build background knowledge related to reading a text.
 * [[image:#6a.png width="320" height="179"]] ||  ||   || **Importance of building background knowledge** [2:39]
 * [[image:#6a.png width="320" height="179"]] ||  ||   || **Importance of building background knowledge** [2:39]

|| The importance of providing students with feedback during the writing process. She uses examples to differentiate between different types of feedback: reinforcement feedback, informative feedback, and evaluative feedback.
 * [[image:#7a.png width="316" height="172"]] ||  ||   || **Give both reinforcement AND informative feedback **[2:17]
 * [[image:#7a.png width="316" height="172"]] ||  ||   || **Give both reinforcement AND informative feedback **[2:17]

|| The difference between teaching and testing questions.
 * [[image:#8a.png width="316" height="173"]] ||  ||   || **Knowing the difference between teaching and testing questions **[1:52]
 * [[image:#8a.png width="316" height="173"]] ||  ||   || **Knowing the difference between teaching and testing questions **[1:52]

|| Why it is important to attribute meaning (or give intention) to students’ attempts at writing and communicating.
 * [[image:#9a.png width="316" height="175"]] ||  ||   || **The art of attributing meaning to student attempts** [2:13]
 * [[image:#9a.png width="316" height="175"]] ||  ||   || **The art of attributing meaning to student attempts** [2:13]

|| What it means to be age-respectful when working with older students.
 * [[image:#10a.png width="316" height="175"]] ||  ||   || **Engaging older students** [1:12]
 * [[image:#10a.png width="316" height="175"]] ||  ||   || **Engaging older students** [1:12]

|| Why it is important to not underestimate the potential of individual students, particularly students with significant disabilities.
 * [[image:#11a.png width="316" height="177"]] ||  ||   || **The cost of underestimating the potential of individual students **[1:41]
 * [[image:#11a.png width="316" height="177"]] ||  ||   || **The cost of underestimating the potential of individual students **[1:41]

||
 * media type="custom" key="22520158" ||  ||   ||   ||
 * media type="custom" key="22520158" ||  ||   ||   ||
 * media type="custom" key="22520158" ||  ||   ||   ||