JAASEP WINTER 2026 Part 5 of 5
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There are unique challenges when providing emergent literacy instruction to students with complex support needs (CSN). These students have intellectual disabilities that require extensive, repeated, and individualized instruction for learning and generalizing literacy and communication skills (Erickson, 2013; Kleinert et al., 2009). Students with CSN often present with motor and/or sensory difficulties, speech and language challenges, and low levels of engagement (Burnes & Clark, 2021; Kurth et al., 2016). Burnes and Clark (2021) reported students with CSN and CCN struggle with initiating and developing spontaneous communication. Furthermore, these authors noted approximately half are unable to respond to simple requests and approximately one-third are unable to use words, signs, or graphic symbols. Just over one-third of students with CSN are unable to use speech to meet their face-to-face communication needs and are thereby considered to have complex communication needs (CCN; Erickson & Geist, 2016). These complex educational profiles make it challenging for students with CSN and CCN to participate in activities like shared reading.
According to a social-constructivist developmental model (Vygotsky, 1978), language and literacy are acquired through socially engaged interactions with more knowledgeable others.
Abstract
Shared reading approaches with school-aged students who have complex support needs (CSN) and complex communication needs (CCN) typically focus on increasing the rate and accuracy of student responses to adult prompts and questions. This descriptive mixed method case study focused on the implementation of a shared reading approach designed to increase the engagement and expressive communication of a student with CSN and CCN. Increases in the teacher’s use of interactive strategies and demonstration of augmentative and alternative communication (AAC) occurred concurrently with increases in student engagement, initiations, and expressive symbolic communication. Implications for teacher practice and teacher preparation programs are discussed.