Literacy-Rich Environments and the Transition of Young Children with Special Needs

Abstract

The present article focuses on achieving four critical competencies that are essential for children's successful transitions from preschool special education programs to the primary grades: readiness to maximize academic achievement, prosocial and age-appropriate social skills, appropriate responsiveness to various instructional styles, and appropriate responsiveness to new and different environmental structures. Children may obtain these four competencies within the context of natural, literacy-rich classroom environments, in which they participate in authentic and personally meaningful language activities. The development of such literacy-based intervention programs that can prepare young children with disabilities for successful transitions is addressed in this article.

Literacy, development and disabilities: are we moving in the right direction?

“…Setting literacy skills as academic goals has been noticably absent. However, recent research in emergent literacy has stimulated the addition of goals for the development of literacy skills (DeBaryshe & Buell, 1996), including goals for pre-writing skills with students who have serious disabilities (Katims, 1991;Koppenhaver et al, 1991;DeCoste, 1993;Meyers, 1994;Katims & Pierce, 1995;Hutinger, 1996;MacArthur, 1996).…”

“…Acquiring language skills that eventually lead to the outcome of spoken language, reading and writing begins from the moment an infants' senses are stimulated by environmental sights and sounds (Anderson et al, 1985;Wolery & Ashton-Wolery, 1992;Katims & Pierce, 1995;Koppenhaver et al, 1995;Pierce, 1996;Watkins, 1996;Kuhl et al, 1997;Saint-Laurent et al, 1996Kliewer & Landis, 1999;Justice et al, 2002).…”

“…Setting early intervention goals for language development and including emergent literacy skills as a priority for preschoolers with disabilities is widely accepted by professionals (Bailey & Wolery, 1992;Katims & Pierce, 1995;McBride et al, 1995;Odom et al, 1995;Wallach & Butler, 1995). In the words of Ramsey Musselwhite et al, (2003): 'Students are in the very beginning stage of literacy.…”

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?

“…Rimm-Kaufman and suggested this theoretical framework is best suited and substantiated by research focused on transitions for students with identified disabilities (Fowler, Schwartz, & Atwater, 1991;Katims & Pierce, 1995;Repetto & Correa, 1996;Roberts, Akers, & Behl, 1996;Rous, Hemmeter, & Schuster, 1994). There is a focus on changing contexts and relationships over time for children with identified disabilities, transitioning from home to preschool and preschool to formal schooling.…”

Literacy skills of adults with intellectual disabilities in two community‐based day programs

“…Moni and Jobling (2001) using socio-cultural approaches to literacy teaching and learning also showed significant progress within a group of individuals with Down syndrome aged 18 to 22 years across a 2-year program. Other studies to support positive literacy outcomes for individuals with intellectual disabilities have included both anecdotal reports (Anderson, 1995;O'Neal, 1991;Westby & Coslow, 1991) and research-based findings (Katims, 1991;Katims & Pierce, 1995;Pershey & Gilbert, 2002). Generally, it would seem that research data have shown that when adults with intellectual disabilities are provided with opportunities to broaden their literacy education through appropriate teaching and learning strategies they continue to develop and improve their language and literacy skills.…”