Robust vocabulary instruction is an important part of comprehensive English language arts (ELA) instruction. Vocabulary instruction supports students in learning the meaning of words to build a receptive vocabulary that they can rely on to comprehend the words they read and hear. Many students with significant cognitive disabilities (SCD) and complex communication needs (CCN) struggle to read or understand grade-level words, concepts, and texts. Explicit vocabulary instruction can play an important role in addressing this area of need. Addressing the vocabulary needs of students with SCD and CCN in a comprehensive way calls for a greater investment of instructional time to build their receptive vocabulary and conceptual understandings of new vocabulary. It calls for leveraging the high frequency expressive vocabulary students are likely to have available on their augmentative and alternative communication (AAC) systems to make meaningful connections and demonstrate their understanding of new vocabulary. The aim is successful comprehension across ELA and other academic domains through a robust and expanding receptive vocabulary that extends beyond the words commonly programmed onto AAC systems. Finally, vocabulary instruction should be one part of a comprehensive approach to ELA instruction, with substantial time and effort also devoted to reading and writing instruction so that one day students with SCD and CCN can use spelling and writing to bridge the gap between the words they know and the words they have access to use expressively.

强大的词汇教学是综合英语语言艺术 (ELA) 教学的重要组成部分。词汇教学支持学生学习单词的含义，以建立一个接受性词汇，他们可以依靠这些词汇来理解他们阅读和听到的单词。许多有严重认知障碍 (SCD) 和复杂沟通需求 (CCN) 的学生难以阅读或理解年级水平的单词、概念和文本。明确的词汇教学可以在解决这一领域的需求方面发挥重要作用。以全面的方式解决 SCD 和 CCN 学生的词汇需求需要更多的教学时间投资来建立他们对新词汇的接受性词汇和概念性理解。它要求利用学生可能在其辅助和替代交流 (AAC) 系统上可用的高频表达词汇来建立有意义的联系并展示他们对新词汇的理解。目标是通过强大且不断扩展的接受性词汇表成功地理解 ELA 和其他学术领域，这些词汇表超出了通常编入 AAC 系统的单词。最后，词汇教学应该是 ELA 教学综合方法的一部分，还应投入大量时间和精力进行阅读和写作教学，以便有朝一日有 SCD 和 CCN 的学生可以使用拼写和写作来弥合单词之间的差距。知道以及他们可以表达地使用的词。