Faculty Publications
Individualizing Literacy Instruction For Young Children With Moderate To Severe Disabilities
Document Type
Article
Journal/Book/Conference Title
Exceptional Children
Volume
66
Issue
1
First Page
85
Last Page
100
Abstract
This qualitative study analyzes the meaning of curricular individualization as it related to literacy instruction for young children labeled moderately to severely mentally disabled. Findings from extensive participant observation and interviews involving 14 teachers, their colleagues, and students suggest that individualizing practices may stem from two disparate sources of understanding: institutional or local. Instructional opportunities made available to children stemming from either source are described. Implications of a shift to local understanding are discussed.
Department
Department of Special Education
Department
Department of Curriculum and Instruction
Original Publication Date
1-1-1999
DOI of published version
10.1177/001440299906600106
Recommended Citation
Kliewer, Christopher and Landis, David, "Individualizing Literacy Instruction For Young Children With Moderate To Severe Disabilities" (1999). Faculty Publications. 3830.
https://scholarworks.uni.edu/facpub/3830
