scholarly journals Seeking Early Literacy for All: An Investigation of Children’s Librarians and Parents of Young Children with Disabilities’ Experiences at the Public Library

2016 ◽  
Vol 65 (1) ◽  
pp. 65-91 ◽  
Author(s):  
Tess Prendergast
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Children With Disabilities ◽  
Public Library ◽  
The Public ◽  
Young Children With Disabilities ◽  
Children's Librarians

Enhancing Outcomes in Early Literacy for Young Children With Disabilities

2008 ◽  
Vol 43 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Susan S. Johnston ◽  
Andrea P. McDonnell ◽  
Leanne S. Hawken
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Children With Disabilities ◽  
Young Children With Disabilities

Improving Engagement: Integrating Assistive Technology in Early Literacy

2021 ◽  
pp. 004005992110101
Author(s):  
Kathryn L. Marsh ◽  
Michelle Schladant ◽  
Christina Sudduth ◽  
Rebecca Shearer ◽  
Monica Dowling ◽  
...  
Keyword(s):  
Professional Development ◽  
Young Children ◽  
Assistive Technology ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Children With Disabilities ◽  
Literacy Activities ◽  
Young Children With Disabilities ◽  
Early Literacy Instruction ◽  
Legislative Mandates

Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire & Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities.

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