To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.

Parents, including parents of children with disabilities, are often challenged to find preschools that meet their families' various needs and desires. Research on preschool quality is prevalent, but these studies rarely consider how parents perceive quality. This descriptive study asked what parents value most when choosing a preschool for their child with disabilities. Results showed that while parents and experts value many of the same elements, parents value additional elements as well. Many parents felt their current preschool was their only option. When parents' responses were categorized as structural, process, and familial elements of quality, no definitive preference was found. The conclusion shares implications and avenues for further research.

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