Many students with significant disabilities experience limited access and exposure to the literacy. My research in this area expands on the research and philosophy in literacy education and literacy interventions empirically validated for students with significant disabilities. My work has recently focused on the use of the Picture plus Discussion (PPD) intervention to enable access to texts that are both age-appropriate and unadapted.
PPD Resources
Example of Intervention in Action |
PPD preparation tutorial video |
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PPD in use from Jordan Shurr on Vimeo. |
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ResearchShurr, J. & Kromer, G. (2017). Picture plus discussion with
partners: Peer centered literacy supports for students with significant disabilities. International Journal of Developmental Disabilities. doi: 10.1080/20473869.2017.1312060 Shurr, J. & Taber-Doughty, T. (2016). The PPD intervention: Text access for high school students with moderate intellectual disability. Focus on Autism and Other Developmental Disabilities. doi: 10.1177/1088357615625056 Shurr, J. & Taber-Doughty, T. (2012). Increasing comprehension for middle school students with moderate intellectual disabilities on age-appropriate texts. Education and Training in Autism and Developmental Disabilities. |
PresentationsShurr, J. & Taber-Doughty, T. (2012, April) Supporting
Comprehension for Students With Moderate Intellectual Disabilities Using Typical Age- Appropriate Texts. Lecture presented at The Council for Exceptional Children 2012 Convention and Expo, Denver CO. Shurr, J. (2013, April) Casting a Wide Net: Literacy Access for High School Students With Moderate Intellectual Disability. Lecture presented at The Council for Exceptional Children 2013 Convention and Expo, San Antonio, TX. |
