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09/26/2023, Book Study: Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write – Chapters 1-2, 6

Date: 09/26/2023 Time: 4:30-5:30 Location: internet Type: Webinar


Setting the Stage for CLFA

Chapters 1-2

This webinar will kick off our Comprehensive Literacy for All book study written by Karen Erickson and David Koppenhaver. Section 1 (Chapters 1 and 2) will outline the core understandings. We will discuss the importance of presumed competency and the need for us to operate from the fact that “All children can learn to Read and Write.” We will dive deeper into how to set up a successful environment for successful literacy learning. We will also consider the ten elements at work when students are successfully learning to read and write. SETC did not create this road map, but we are excited to take this road trip with you!

Chapter 6

This chapter is covering comprehensive literacy instruction and explains the research based-framework. The authors have compiled decades of research and pulled together a framework we can use to organize instruction to address diverse student profiles more systematically.

Learning Objectives

Chapters 1-2

1. Identify your beliefs around reading and writing for all learners

2. Understand what is required to establish a literacy learning environment

3. Commit to teaching before testing literacy concepts

Chapter 6

  1. Understand the whole-to-part (WTP) model, including word identification, whole-text print processing, and language comprehension. 
  2. Identify the practical necessity of why comprehension literacy is needed.
  3. Answer the main question, what is comprehensive literacy instruction?


Heidi G. Brislin, MS-OTR/L

Heidi is an Occupational Therapist and Assistive Technology Specialist for the Special Education Technology Center,  Edmonds School District, and owns a private practice in Kingston, WA. Heidi has extensive experience in school-based practice, inpatient and outpatient adult rehab settings. She has degrees from Boston University and the University of Washington. Heidi is passionate about teaching teams to create authentic learning opportunities, improving literacy skills, switch access, power mobility and helping children become autonomous communicators. Heidi has presented nationally and throughout Washington.

Sharon Redmon, M.S., Ad.Ed. AT, ATP

Sharon Redmon is a SpEd and GenEd teacher with over 20 years of experience.  She holds a Masters of Science degree in Adaptive Education: Assistive Technology and an Assistive Technology Practitioner (ATP) license from RESNA. Sharon’s passion for AT and especially AAC began with her first teaching job in WI where she became involved in WATI and continues today as a leader in the WI AAC Network created by an AAC Communicator.  Sharon has been an AT specialist for a WI and WA school district, ECSE teacher (low incidence population), SPED/ABA/Autism coordinator/teacher, high school and kindergarten teacher and now ATP in private practice. Her classroom experience in WI, WA and overseas schools, has given her a unique perspective on how UDL, AT, and AAC intertwine.  She is excited to be back in Washington State and working with individuals of all ages and abilities to access communication and their environment.  


Email Sue Wright at the SETC office

Clock hours for this webinar and others in this series are available from ESD105 for a small fee. The following Professional Development Enroller link provides more information about clock hours: