Abstract
This qualitative study examined obstacles to literacy for individuals With severe speech and physical impairments (SSPI). Using a constant comparison approach, the authors addressed attitudinal and opportunity barriers to literacy education from the perspective of parents, teachers, university faculty, and administrators involved in literacy education of students With SSPI. Major themes emerged Within the categories of knoWledge, policy, practice, and attitude relating to funding issues, segregation of students With SSPI, use of a life skills curriculum, lack of certification preparation and training in methods and assistive technology, and attitudes that embraced stigmatization and loWered expectations.
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