Literacy Inclusion
Many times constructivist and socio-cultural theories can positively influence how students with disabilities are meaningfully engaged with literacy, or even what literacy means. With inclusive literacy, literacy is seen as a shared understanding by the many as compared to the private knowledge of one. Students become members of a learning community and collaborative experiences are valued. Learning becomes an interaction between the teacher and the student, as well between students. In addition, teachers become facilitators of learning and students are able to develop self-direction and agency. In order to develop an understanding of inclusive literacy teachers have explored literacy as a multitude of “knowledges.” Such knowledge is diverse and interactive, not a singular construct. One begins to question what a “good” student or a “poor” student means? The student is poor at what? Because literacy can be seen as a multitude of knowledges, abilities need to be looked at in terms of specific domains. Literacies to consider include those similar to multiple intelligence theory: logical/mathematical literacy, visual/spatial literacy, bodily/kinesthetic literacy, etc. By recognizing students' differing abilities and the possibilities of multi-literacies, self-confidence of “poor readers” may be positively influenced. Through a recognition of multiple forms of literacy, schools can become more accessible and inclusive for children with disabilities.
While value is placed on learning communities, value is also placed on the individual social/cultural experiences of the students. The first step to cultural responsiveness is recognizing that culture and student backgrounds are of value. Vygotsky and Rosenblatt were two proponents of sociocultural theories of reading; students can construct their knowledge and reading is about a personal relationship to the text and one’s surroundings.
For websites regarding inclusive literacy see below:
Literacy and Inclusion Books
"Familiar with such literature, we hypothesized that if schools were to foster personal literacy as well as community and standard literacies, the personal development might give individuals and groups the knowledge to bridge cultural diversity and the dominant culture- and positively change society for everyone" (Gallego & Hollingsworth, 2000, p. 2). To read more about multiliteracies and constructivist ways of approaching literacy for students with disabilities click here: read more...
Literacy and Inclusion Articles
In a truly inclusive classroom, all students are viewed as competent and contributing members to that classroom. The use of multiple-literacies and presuming competence are two ways in which children with disabilities can be included in literacy instruction. To read more about literacy and inclusion click here: read more...