Accessible Literacy for Emerging Communicators: A Proposed Model and Case Application With Children on the Autism Spectrum

Abstract

Purpose: Opportunities for literacy learning should be made accessible to all. For children with developmental disabilities who are emergent communicators, instruction in language and word reading may not be accessible through traditional practices. Method: Within this clinical focus article, we propose a conceptual model—accessible literacy for emerging communicators (ALEC)—guided by universal design for learning (UDL). UDL provides guidance to make learning accessible by considering all students' needs for engagement, representation, and action and expression. The ALEC model leverages UDL to offer clinical guidance to identify and implement opportunities for language and word reading learning for emerging communicators using augmentative and alternative communication. For emerging communicators with developmental disabilities, applying UDL principles to literacy opportunities includes mapping literacy onto meaningful interactions, providing high-meaning and orthographic representations, and embedding literacy into augmentative and alternative communication technology. We explore this approach clinically, reporting on cases in which we used the approach with three young children on the autism spectrum. Results: Based on clinical observation of data collection sessions in which UDL principles were applied to literacy, three participants demonstrated improved engagement compared with other sessions that targeted literacy goals. Conclusion: More research is needed, but our initial exploration showed that, by applying UDL guidelines for access, literacy learning opportunities can be made accessible for children with developmental disabilities who are emerging communicators.