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Barriers to Participation in Kindergarten Literacy Instruction for a Student with Augmentative and Alternative Communication Needs

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TitleBarriers to Participation in Kindergarten Literacy Instruction for a Student with Augmentative and Alternative Communication Needs
Publication TypeJournal Article
AbstractParticipant observation methodology was used to investigate the development of emergent literacy skills of a 7-year-old student with augmentative and alternative communication (AAC) needs who was integrated into a general education kindergarten classroom. The participant qualified for special education services under the categories of communication disorder and intellectual disability. The kindergarten curriculum utilized the Building Blocks reading program, a balanced approach to literacy instruction based on the Four Blocks literacy framework. The participant was observed for 8 months in the kindergarten classroom and other educational settings. Results indicated that both access barriers (resulting from the participant’s impairments) and opportunity barriers (i.e., practice, knowledge, and skill barriers imposed by others) limited the student’s active participation in literacy instruction due to a lack of collaboration among key school personnel, and appropriate supports and accommodations provided to the participant. Findings are discussed in terms of the barriers to academic and social participation, potential causes for barriers, and possible solutions.
AuthorsPufpaff, L. A.
Year of Publication2008
PublicationPsychology in the Schools
Volume45
Issue7
Pages582-598
ISSN0033-3085 (print); 1520-6807 (online)
Keywords (MeSH)child, education, intellectual disability, literacy, reading
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