Preschool students with disabilities engage in social interaction with peers less often than children developing typically in inclusive classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact upon inclusive classrooms. This qualitative case study details how a writing community in an inclusive preschool classroom promoted social engagement and literacy learning of all students. The study highlights one preschooler with a disability to showcase one way in which these divergent theories of learning might be bridged.
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