Emergent Literacy Practices and Support for Children with Disabilities: A National Survey

A national mail survey of Head Start preschool teachers (N = 500) was conducted to assess their practices, the availability of specialist support, and their views related to emergent literacy instruction for Head Start children who have a disability or developmental delay. The responding teachers (n...

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Bibliographic Details
Published in:Education & treatment of children 2014-08, Vol.37 (3), p.495-529
Main Authors: McDonnell, Andrea P., Hawken, Leanne S., Johnston, Susan S., Kidder, Jaimee E., Lynes, Marjorie J., McDonnell, John J.
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Assistive Technology
Autism
Child Health
Children & youth
Children with disabilities
Classroom Environment
Classrooms
Coding
Curricula
Developmental Delays
Disabilities
Disabled children
Early Intervention
Emergent Literacy
Head Start project
Kindergarten
Learning
Literacy
Literacy Education
Literacy programs
Longitudinal Studies
Maryland
National Surveys
Phonetics
Phonological Awareness
Preschool children
Preschool education
Preschool Teachers
Professional development
Public opinion
Questionnaires
R&D
Reading
Reading Failure
Reading Instruction
Research & development
Skills
Snow
Special Education
Special Education Teachers
Standardized Tests
Student Characteristics
Student Needs
SURVEY STUDY
Teacher Attitudes
Teacher Qualifications
Teacher Surveys
Teachers
Teaching Methods
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Description
Summary:A national mail survey of Head Start preschool teachers (N = 500) was conducted to assess their practices, the availability of specialist support, and their views related to emergent literacy instruction for Head Start children who have a disability or developmental delay. The responding teachers (n = 254) reported that (a) nearly one quarter of the children in their class were receiving special education and related services, (b) the majority of them did not work with a special educator, (c) they were using a variety of strategies to support emergent literacy learning for children with disabilities in their classroom, and (d) more than 90% of them strongly disagreed or disagreed with the statement "Children with disabilities are not ready for emergent literacy instruction in preschool." These results are discussed within the context of the need for additional research and professional development and support for preschool classroom teachers.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2014.0024