Constructing Preschool Communities of Learners that Afford Alternative Language Development

Abstract

The present paper discusses the theoretical bases of language development and inclusion, and describes some strategies for scaffolding the communication and language development of children who use manual and graphic communication in ordinary preschool settings. The potential positive effects of being part of an inclusive setting are not yet fully described, but they will depend on whether the language environment is sufficiently adapted to the abilities and limitations of the children. The examples presented focus on child -child interactions and illustrate that alternative language development and enculturation may be supported by the communicative practices of adults and children in ordinary preschools. The examples also illustrate how inclusive practices may be used to promote alternative language development in children with different abilities and limitations; suggest several ways in which peers may interact with children who develop alternative means of communication, including situations involving ordinary child conflicts; and indicate reasons why inclusive settings may be beneficial for many children developing alternative communication.

Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use

“…Features such as aided speakers' increased frequency of initiation and the broadening of a range of communicative functions used are common goals of such work (e.g., Buzolich, King, & Baroody, 1991;Buzolich & Lunger, 1995). Intervention has also explored peer education with respect to the characteristics and difficulties of communication without speech and the effective use of communication aids (Carter & Maxwell, 1998;Kent-Walsh & McNaughton, 2005), and ways of working with children who use communication aids and their peers together (Clarke & Price, 2001;Lillienfeld & Alant, 2005;von Tetzchner, Brekke, Sjothun, & Grindheim, 2005). For example, Buzolich and Lunger (1995) conducted an intervention study aimed at teaching an aided speaker the use of ''regulatory phrases'' to direct the communication partner to specific issues such as topic initiation and communication breakdown.…”

Viewing Student Learning through a Theoretical Lens

“…Inclusion means that children with and without disabilities are educated in the same general setting, often with special measures to facilitate interaction between disabled and non-disabled children (Tetzchner, Brekke, Sjqthun & Grindheim, 2005). According to Rogers (as cited in Nowicki, 2003, p. 172), "Inclusive education is the commitment to educate each child to the maximum extent appropriate in the school and classroom that the child would otherwise attend".…”

The Comprehensive Emergent Literacy Model

“…EL has been referred to as a developmental continuum (Sénéchal et al, 2001;Teale & Sulzby, 1987;Whitehurst & Lonigan, 2001) but research suggests that, additionally, each component of EL is on its own trajectory of development and the components are not strictly related to one another as part of a consecutive sequence (Clay, 1998;McGee & Richgels, 2003). Researchers have long recognized and documented that young children develop oral language skills using consistent patterns and sequences (von Tetzchner, Merete Brekke, Sjothun, & Grindheim, 2005). Phonological awareness skill development follows a sequence as well, with rhyming and alliteration as the beginning and segmenting and blending phonemes later on (Goswami, 2001).…”

“…There is a strong body of evidence describing the correlations between social and cultural experiences and success in school and learning to read and write (McLachlan, 2007;von Tetzchner, Brekke, & Sjothun, 2005). Pellegrini (2001) argued that the role of social contexts, in particular through relationships, is critical in developing "literate language" in young children (p. 59).…”