Examining Naturally Occurring Language- and Literacy-Learning Opportunities for Children with Disabilities Across ECE/ECSE Contexts

Abstract

In this study, we examined the language- and literacy-learning opportunities (LLLO) that children with disabilities experienced across early childhood general (ECE) and special education (ECSE) classroom contexts and compare those opportunities to those experienced by their typically developing peers. We examined differences in the amount of LLLO that children with (n = 258) and without (n = 1,274) identified disabilities experienced in 315 ECE and 116 ECSE classrooms, and whether the association between child status and LLLO varied as a function of differences in these classroom contexts. Results indicated that average LLLO ranged from less than 1 min to 7 min. There were some differences in the LLLO based on context, and the reading opportunities that children experienced varied based on both child status and classroom context. Overall, children with identified disabilities were not provided with increased LLLO, as theory and practical recommendations suggest. Results and implications are discussed.

Keywords

children with disabilities language and literacy early childhood special education early childhood education

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