Abstract
This qualitative study examined barriers to literacy for individuals with severe speech and physical impairments. The study gave voice to parents, teachers, university faculty, and administrators involved in the literacy education of these students. Following a constant comparison to model parameters set by disability rights authors, 4 dominant models emerged from the dialogue: (a) medical, (b) materialist, (c) administrative, and (d) social barriers. The medical and materialist models reflected the dominance of a functional/life-skill curriculum and the lowering of academic expectations for traditional literacy achievement. The administrative model intertwined with financial allocations in areas of teacher training, assistive technology, and classroom materials. The social barriers model influenced marginalization in scheduling for literacy instruction and inclusion in scope and sequence curricula.
Published Version
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