CENTER FOR DISABILITY STUDIES IN
LITERACY, LANGUAGE & LEARNING
June/July 2011
“The wisest mind has something yet to learn.”
George Santayana
In This Issue:
Happy Summer!
Summer Learning Is Fun
Recreational Activities
Encouraging Summer
Writing
The Family Voices: The
Biermann Family
Recommended Reading for
Older Kids
We hope this newsletter finds you having a relaxed and fun start to your summer!
The Center faculty and staff had a busy year of working with students, teachers
and families across the state, completing year two of the Iowa Literacy and year
one of the Comprehensive Communication Projects. Within the last two years 153
team members have received professional development geared toward increasing
literacy and communication for our students with complex needs. Nearly 300
students across the state have benefitted from the educators’ efforts. Our goal is
that every student in Iowa increase their reading, writing and communication
skills!
In this edition of the Family Advocate, we highlight ways to keep you and your
children busy this summer, while continuing to work on literacy and
communication. Fun activities at the library are outlined, as well as ideas for
continuing to write throughout the summer. Your rights according to the ADA are
defined for your child to participate in out-of-school recreation activities. Our
Family Voices section features an article by Linda Biermann, who has a thirteenyear-old son who participates in a variety of out-of-school time recreation fun.
As always, we at the Center remain committed to supporting literacy,
communication and full participation for all. Please do not hesitate to contact us
with any questions or comments. Have a great summer!
Susie Lund,
Family Coordinator
Center for Disability
Studies in Literacy,
Language and Learning
(319) 273-2728
slund@uni.edu
Redefining
Normal
Check it out at www.iamnorm.org
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If it has been a while since you visited the public
library, this summer would be a great time to
begin! Here are some ideas of things to do at the
library with your child:
 Join the Summer Reading Program! Youth
departments typically have a summer reading
program geared toward enticing children to
visit the library once a week. These programs
will feature fun activities, crafts and
incentives to READ!
 Check out Books! At a recent Disability
Studies in Education (DSE) conference, Donna
S. Wakefield PhD, from National College of
Education at National-Louis University,
recommended high quality literature, which
includes children with disabilities in a natural
way. The following books were
recommended:
o Picture books depicting disability
naturally:
 Hooway for Wodney Wat, by Helen
Lester, 2003, Sandpiper
 I Can, Can You? by Marjorie W. Pitzer,
2004, Woodbine House
 It’s OK to be Different, by Todd Parr,
Little, Brown Books for Young Reader
 Keeping Up With Roo, by Sharlee
Glenn, Putnam Juvenile
 Moses Goes to School, by Isaac
Millman, 2000, Farrar, Straus and
Giroux
 Mr. Worry by Molly Niner, Albert
Whitman & Company
 Sit Still! by Nancy Carlson: Picture
Puffin Books
 Susan Laughs, by Jeanne Willis, 2000,
Henry Holt and Co.
 Thank You, Mr. Falker, by Patricia
Polacco, 2001, Philomel
 When Sophie Gets Angry, by Molly
Bang, Scholastic
For a complete list of recommended books visit:
http://www.donnawakefield.com/Disability_in_Literature.html)
 Use the Computer! Many websites exist that
support literacy and communication for
children. The following websites are
recommended by the Center:
o Tarheel Reader: www.tarheelreader.org
This website features a collection of free,
easy-to-read, and accessible books on a
wide range of topics. The books may be
downloaded as slide shows in PowerPoint,
Impress, or Flash format.
o Tumblebooks: an online collection of books,
this animated, talking picture books website
teaches kids the joy of reading in a format
they'll love. TumbleBooks are created by
adding animation, sound, music and
narration to existing picture books in order to
produce an electronic picture book that you
can read, or have read to you. The
TumbleBook Library collection is accessed
online from every computer in your library
with Internet connection, or from home
through a direct link on your school or library
website.
o Arthur: http://pbskids.org/arthur/index.html
If you enjoy Arthur books, this website has
opportunities to play games and write stories
and comic strips about Arthur.
o Kids at Random:
http://www.randomhouse.com/kids/favorites/
Whether your child enjoys Junie B. Jones,
Magic Tree House, or Dr. Seuss, this website
features games, activities and books about
your children’s favorite characters.
o Dinosaurs:
http://teacher.scholastic.com/activities/dinosa
urs/ for children who love dinosaurs, this
website presents opportunities to read facts,
play games and write stories about
dinosaurs.
For a list of other media depicting disability naturally see:
 http://disabilitystudies.syr.edu/resources/otherdi
sabilityresources.aspx#media



Disability is Natural www.disabilityisnatural.com
Inclusion Connection www.inclusionconnection.org
Museum of Disability
http://www.museumofdisability.org
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Recreation Activities:
What makes your child smile? What is he good
at? What does she enjoy doing in her spare
time? What recreation activities offered
throughout the community would he enjoy?
The Americans With Disabilities Act of 1990
(ADA), guarantees full and equal enjoyment of the
goods, services, facilities advantages or
accommodations for any person who uses a
place of public accommodations (i.e. a park, zoo,
amusement park, or other place of recreation; a
gymnasium, health spa, bowling alley, golf
course, or other place of exercise or recreation.)
This means that any program offered by a
recreation agency in your area is required to be
accessible and usable to all people, including
your child, who may have a disability.
It can be overwhelming to begin a writing project
without any parameters or framework. Here are
some simple tips to spark the creative process.
 Photograph items & make them into
postcards to send to family or classmates
that you may not see often during the
summer months to describe vacation
activities.
Together We Play (TWP) is part of the nonprofit
Inclusion Connection. TWP’s goal is to assist
recreation agencies towards including everyone in
their activities. Through professional
development for agencies and onsite
consultation, this program’s focus is to train local
recreation programs to include all children in their
programming.
For more information on inclusive recreation,
contact Inclusion Coordinator, Ryan Laudick, of
Together We Play at:
laudick.ryan@gmail.com
319-883-1241
 Write a grocery list, then go to the store and
purchase the items-don’t forget popsicles!
 Use a picture of something funny and write
about it.
 Read a story and write about your favorite
part.
 Write together with a parent or friend:
http://www.nwp.org/cs/public/print/doc/res
ources/write_together.csp
 Artifact Activity: find something that
“reveals something of your child’s
personality or identity.” Then write ideas,
words or feelings that come to mind when
you think about the item.
 Map Activity: Draw a map of the
neighborhood, labeling places you think are
important.
 Keep a Travel Log for a vacation to share with
your classmates when you return to school in
the fall.
 Become an Author – Publish a book on the
4
My name is Linda
Biermann. My
husband and I, along
with our three
children, live on our
family farm in rural
Tripoli. When I speak
of special education,
it is from a very
personal perspective,
as my middle child,
Michael, was born with Down syndrome. Michael
has received special education since he was an
infant. From the time of Michael’s birth, my
husband and I have made great efforts to avoid the
tendency for others to label our son. Michael was
indeed born with a diagnosis, but that in no way
identifies the individual that he is. Our greatest
lesson of what to expect, or not to expect from
Michael, came from Michael himself when he was
only a few weeks old.
At the time of Michael’s birth, there were several
complications that necessitated him staying in the
hospital for
several
weeks. A
well-meaning
doctor took
us aside to
inform us of
all that we
would face
with our new son. Among the warnings, the doctor
explained that Michael was mentally retarded and
would be incapable of breastfeeding. Throughout
my pregnancy, I planned to breastfeed our new
son, just as I had with our eldest son. I never
considered any other possibility. In the hospital,
Michael was tube fed breast milk. I had attempted
to nurse with no success, but believed in time that
he would catch on. After many days of frustrating
attempts, we learned that in order to take Michael
home he needed to be successfully feeding.
Finally, exhausted and overwhelmed, I conceded
that my son was incapable of breastfeeding
because he had Down syndrome. He began to take
a bottle that day, and was able to come home.
Soon after settling in, my wise husband gently
suggested I try again. He knew how disappointed I
felt in not being able to breastfeed Michael. I was
resistant at first, primarily because I feared that I
might have to admit that the doctors were correct
and my son was mentally retarded. One quiet day,
however, I attempted once again. Within seconds,
Michael was nursing as though he’d been doing it
since birth. I was elated! I believed that Michael
could not breastfeed because he had Down
syndrome. Michael had proved me wrong!
Michael taught me that he did not breastfeed
initially because his modest mother was
attempting to do so in a crowded hospital nursery
with other mothers and fathers surrounding her.
He could not breastfeed because he was
premature and a sick, weak little baby, recovering
from significant surgery. You may ask why this
matters. It matters because it’s important to
recognize, this meant more than a simple manner
of feeding my baby. This was the first step to a
slippery slope of acknowledging that everything the
experts had told me about my newborn son was
correct. This was the first in a series of limitations I
5
would place on my son, based on something
someone else had told me about him. But Michael
wouldn’t have it. He showed us to never, ever
underestimate him.
Michael lives in a
world where
underestimating
him is more the
norm than not. I
very nearly sold my
son short. He
taught me never,
ever to make that
mistake again.
From that day forward, I have never made the
mistake of assuming that he is incapable of
anything. My husband and I often say of all our
children, that we expect they can do absolutely
anything and accept whatever they do.
We often face stereotypes that will no doubt follow
Michael throughout his life. Because Michael has
Down syndrome, he has been classified as mentally
retarded. This label causes people to assume that
Michael is incapable. It is true that learning is at
times more difficult for Michael than the majority
of his peers. However, I believe that every child
learns differently from the next. Michael learns
differently, but he does indeed learn. He has areas
of strength and areas of weakness. One thing is
clear: Michael is capable of learning anything.
Today, Michael is a
thirteen year old,
typical kid. He is
included with his
peers in general
education for all
but one period a
day in junior high.
He plays soccer and
basketball with his
typical classmates
and enjoys fishing and camping in the summer
time. Accomplishing this inclusion hasn’t always
been without challenges. At times we have
coasted. Other times it has seemed to be an
insurmountable hill. We’ve gone as far as
exercising our right to dispute resolution under the
Individuals with Disabilities Education Act. We are
committed because Michael needs to be able to
function just as you and I function if he is to be
master of his own destiny.
6
Sharing the Joys
One of our Center’s objectives is supporting parents’ efforts in advocating for their children. Recent research in the
field of social work has begun to focus on how families succeed rather than on how they fail. There is a need for
research that looks at the positive and joyous aspects of parenting a child with disabilities. Keeping this in mind, we
want to hear from you! What are the joys that you get to experience as a result of having a child with a disability?
Please email your stories to slund@uni.edu so that we may feature you in future Family Advocate Newsletters.
RECOMMENDED READING FOR OLDER KIDS
The following are for reading to your child
(or for independent readers at 2-5th grade level)
1. Fantasy
Roald Dahl books such
as Matilda, Charlie
and the Chocolate
Factory, The BFG
2. Animals/Adventure
Gary Paulsen books
such as My Life in
Dog Years, Hatchet,
etc.
For Independent Readers
1. My First Graphic Novels
(series by Capstone Press)- The Kickball Kids,
Goalkeeper Goof,
etc.
2. Mo Willems books
Elephant and
Piggie,or Don't Let
the Pigeon Drive the
Bus
3. Magazines
Sports Illustrated for
Kids, Ranger Rick,
National Geographic for Kids
3. Fun Reading
Diary of a Wimpy Kid
4. Series
Magic Treehouse,
Boxcar Children,
Nate the Great
The Center for Disability Studies in Literacy, Language and Learning was established in December 2009, as
a collaborative effort of five faculty members with research interests and expertise in working with
children with significant disabilities
Faculty Members:
Dr. Evette Edmister is an Assistant Professor of Communication Sciences and Disorders at UNI.
Dr. Jennifer Garrett is an Assistant Professor of Communication Sciences and Disorders at UNI.
Dr. Chris Kliewer is a Full Professor in the Department of Special Education at UNI.
Dr. Amy Petersen an Assistant Professor in the Department of Special Education at UNI.
Dr. Amy Staples is an Associate Professor in the Department of Special Education at UNI.
-
Supporting Team Members:
Grad Assistants – Assist with data collection and
analysis and help develop AAC devices.
Susie Lund – Family Coordinator
Beth Huber – Researcher
-
- Tricia Frericks – SLP/Clinical Supervisor
- Lora Hickman – Program Coordinator
- Jen King – Communication & Mktg Specialist
- AT/SLP Support Personnel