Date of Graduation

Spring 2016

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership and Special Education

Committee Chair

Paul Ajuwon

Keywords

infant, toddler, emergent literacy, braille, early intervention, emergent writing, braille writer

Subject Categories

Special Education and Teaching

Abstract

The topic of emergent literacy development in children younger than 36 months has not been extensively researched, while the topic of emergent literacy development in children who are blind and younger than 36 months has even less empirically-validated literature. Within the umbrella of emergent literacy lie emergent writing skills, emergent braille writing skills, emergent reading skills, and emergent braille reading skills. The purpose of this study was to understand how the presence and utilization of a braille writer in the home of a young child who is blind fits into the development of the child's emergent literacy repertoire, as part of an in-home early intervention program. The research, completed over a period of four months, used qualitative case study methods with one participant. The research demonstrated the emergent literacy strategies on which the family was coached, as well as the strategies they implemented with their child. At the beginning of the study, the child, aged fourteen months, was delayed in emergent braille writing skills. At the end of the study, the child, aged seventeen months, had established developmentally appropriate emergent braille writing skills. Other essential themes that arose included family and early interventionist empowerment, and accessible emergent literacy experiences for the child.

Copyright

© Paige Renee Maynard

Available for download on Friday, June 01, 2018

Open Access

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