An exploratory study of how children with disabilities' early literacy and language development is supported in their Head Start classrooms.

摘要

The purpose of this study was to examine how children with disabilities' early literacy and language development was supported in their Head Start classrooms. This study was driven by the assumption that the impact of multiple and cumulative risk factors of poverty and disability place children at high risk for later literacy difficulties.; The study was grounded in the theory of early literacy and principles of developmentally appropriate practice. Within early literacy theory, literacy development is conceptualized as a developmental continuum, in which literacy development begins at birth and continues throughout the lifespan (Teale & Sulzby, 1986). Developmentally appropriate practice is a set of principles that center around the notion that children are active learners who construct meaning and knowledge through meaningful interactions with objects and individuals in their environments (Bredekamp & Copple, 1997).; This study was exploratory in nature and used a mixed methods approach to collect and analyze the data. Participants in the study were teachers, teacher assistants, and special educators who worked within two center-based Head Start programs. Data were collected on the literacy environment, staff's early literacy beliefs and practices, classroom adaptations and accommodations, and professional supports in place to help staff meet the literacy needs of children with disabilities. Questionnaires, structured classroom observations, and semi-structured interviews were used to collect the data.; The results provide evidence that a systematic approach to support children with disabilities' early literacy and language development was not being used, and both early childhood educators and early childhood special educators required professional development to increase their early literacy knowledge and enhance their early literacy and language practices.