"If She's Left with Books She'll Just Eat Them": Considering Inclusive Multimodal Literacy Practices

Autor/inn/en	Flewitt, Rosie; Nind, Melanie; Payler, Jane
Titel	"If She's Left with Books She'll Just Eat Them": Considering Inclusive Multimodal Literacy Practices
Quelle	In: Journal of Early Childhood Literacy, 9 (2009) 2, S.211-233 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798409105587
Schlagwörter	Learning Problems; Educational Needs; Learning Disabilities; Foreign Countries; Literacy; Special Needs Students; Preschool Children; Mainstreaming; Learning Experience; Ethnography; Video Technology; Interviews; Special Education; Nonverbal Communication; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lernproblem; Educational need; Bildungsbedarf; Learning handicap; Lernbehinderung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Sonderpädagogischer Förderbedarf; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernerfahrung; Ethnografie; Interviewing; Interviewtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Non-verbal communication; Nonverbale Kommunikation
Abstract	This article reports on aspects of a small-scale study conducted in the south of England that explored the learning experiences of three four-year-old children with identified special educational needs, who attended a combination of early education settings--one "more special" and one "more inclusive" (Nind et al., 2007). The article reflects on the concept of inclusive literacy, and proposes that a model of literacy as social practice can provide an enabling framework for understanding how young children with learning difficulties interpret and use a range of shared sign systems. Drawing on an ethnographic, video case study of one girl, Mandy, the article gives an overview of her observed literacy experiences at home and in the two educational settings she attended, and then focuses on the collaborative, multimodal nature of the literacy events and practices she encountered. Detailed multimodal analysis of a selected literacy event highlights the salience of embodied action and the shapes of inclusive learning spaces, and points to the importance of valuing individuals' idiosyncratic and multimodal meaning-making. The article concludes with discussion of how opportunities for literacy learning can be generated effectively in an inclusive learning environment for young children with learning difficulties. The study was funded by Rix Thompson Rothenberg Foundation (RTR). (Contains 3 figures, 1 table, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10