Learning Objective: Engage with theories and practices related to Literacy for Everyone and AAC technology to promote literacy skills and self-expression in person and through digital mediums.
Throughout my years of teaching and my experiences working with students with disabilities, I have witnessed the pervasive epidemic of lowered expectations that affects these students. The misconception that students with disabilities cannot learn to read and write; has persisted even among highly-educated individuals and service providers. It is disheartening to see the limited belief in the potential of these students, which can significantly hinder their progress, growth, and standard of living.
To Dr. David Yoder’s simple yet powerful question: “How many of you believe the persons for whom you are providing services can learn to read and write?” only 20-30% of participants, including teachers, believed that students with significant disabilities could learn to read and write, which to me is shocking. This revelation highlighted the deep-rooted skepticism and misconceptions surrounding the abilities of students with disabilities.
The notion that “speech is a prerequisite to reading” was put forth as a reason for doubting the literacy potential of individuals who are mute or minimally verbal. However, the reality contradicts this misconception, as many mute or minimally-verbal individuals have demonstrated their ability to read and write. Such individuals have shattered the barriers imposed by limited expectations, proving that literacy is attainable for everyone, regardless of their disabilities.
Erickson and Koppenhaver (2020) provide valuable insights into emergent literacy, emphasizing the early reading and writing experiences before conventional literacy skills are acquired. They underline that individuals with even the most significant disabilities can make progress toward becoming independent readers, writers, and communicators when provided with appropriate support and experiences over time. This research reaffirms the belief that, given a supportive environment and knowledgeable teachers, all students, including those with significant disabilities, can achieve literacy milestones.
The key to fostering emergent literacy lies in providing students with opportunities to engage in reading and writing in real-world contexts. They need access to explore various forms of print to develop an understanding of its uses and functions. Interactions with literate others are crucial in better understanding reading and writing experiences. By immersing students in comprehensive emergent literacy instruction, we can nurture their development of print concepts, alphabet knowledge, phonological awareness, language comprehension, and communication skills.
Creating a conducive environment for successful literacy learning is paramount. Students with significant disabilities require teachers who presume competence. To establish the conditions necessary for their growth, we must ensure the presence of knowledgeable others, means of communication and interaction, repetition with variety, cognitive engagement, cognitive clarity, personal connections to the curriculum, encouragement of risk-taking, comprehensive instruction, significant time allocation, and high expectations. These conditions lay the foundation for their progress and empower them to overcome challenges.
In conclusion, by presuming competence and immersing students in a supportive literacy learning environment, even those with the most significant disabilities can learn to read, write, and effectively communicate.