Engagement Access Through Story-Based Lessons: A Strategy Description
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Abstract
Teaching literacy to students with compound and chronic conditions (CCC) is critical for their academic and post-secondary success. While story-based lessons (SBLs) have been researched in many contexts, students with CCC often require more extensive supports than what is commonly described in the literature on SBL implementation. There are adaptations and practical implementation ideas that can ensure engagement access to address diverse learning needs, including sensory stimuli integration and augmentative communication technologies. This paper is the first of a two-part series and addresses the topic of engagement access, while part two addresses intellectual access. Both papers propose suggestions for teachers to enhance access to SBLs for students with CCC. Organized by the engagement steps of the existing SBL task analysis, this paper synthesizes and proposes more extensive adaptations to promote engagement access for students with CCC. By bridging research insights with practical adaptations, this paper aims to inform educators about effective strategies to improve literacy outcomes for students with complex learning needs.
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