Figure 1: Sample page from a modified Print Flip Chart with letters that have the “glow” font effect in Microsoft Word.
a message. Print/Braille is used for a variety of functions, such as sharing information (making a shopping list), giving instructions (reading signs) and fostering relationships (writing e-mails and letters). Early on, adults teach children about these functions without much deliberate thought. Children’s early motor skills are awkward and unrefined; however, their development is fa- cilitated by the meanings that adults ascribe to the unrecogniz- able scribble. For example, while sitting next to a parent making a grocery list, the child makes a random mark. The parent may attribute meaning to the child’s attempt, praising him/her for the list addition. Taking the list to the grocery store and using it teaches the child about the functions of print, Even though their writing is not recognizable, it conveys an idea and some- thing important happens. Implications for Students with Significant Disabili- ties: Instruction for students with significant disabilities including CVI may tend to focus on the form and shape of letters and words rather than their functions in a variety of contexts. This can lead to isolated, splinter skills. Personally meaningful writing activities that are authentic, such as home-school journaling (Mogan, 2017), can lead to greater understanding of “why” we are writing down thoughts rather than focusing on the form of letters. Barriers to Literacy Instruction for Students with Significant Disabilities While the principles of emergent literacy have been de- scribed in the previous section, there may be barriers that pre- vent students from receiving this kind of quality, comprehensive
instruction. •
Professionals may have a “readiness” view of literacy. As a result, students may be given limited opportunities to ex- plore a wide assortment of literacy materials. This occurs most frequently with writing with the full alphabet. Assis- tive technology plays a huge role in giving students access to such basic activities, ie. alternative pencils modified for students vision and physical needs,. • Literacy instruction may have a strong focus on building vi- sion. As a result, the scope of literacy instruction may be limited to what the student can see or what they are work- ing on seeing. However, students can be taught a wide range of literacy concepts through auditory channels. • Students don’t get the appropriate type of instruction. Stu- dents may receive conventional literacy instruction when they should be receiving emergent literacy instruction. Al- though emergent literacy is a necessary foundation, pro- fessionals may not know the difference between emergent and conventional literacy instruction, so they try to simplify conventional instruction. However, within the field of liter- acy for students with the most significant disabilities, emer- gent literacy instruction has been documented as an effec- tive approach (Erickson, Clendon, Abraham, Roy, & Van de Carr, 2005; Erickson, 2017). • Daily instruction might be limited to mechanical skills (e.g., identifying letters and sounds), rather than comprehensive emergent literacy opportunities. • Students have limited opportunities to to explore robust AAC systems which contain vocabulary for commenting, protesting, questioning, and communicating about books using adjectives and verbs. Vocabulary may be limited to
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