Strategies for Teaching Language Arts to Young Children with Exceptionalities.docx

Running head: STRATEGIES FOR TEACHING LANGUAGE ARTS TO CHILDREN WITH EXCEPTIONALITIES
Strategies for Teaching Language Arts to Young Children with Exceptionalities:
Birth to Age Eight
By Sheila A. Atwater
Prescott College

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STRATEGIES FOR TEACHING LANGUAGE ARTS TO YOUNG CHILDREN WITH EXCEPTIONALITIES
Abstract
Educators play an important role in teaching young children with exceptionalities language
arts. More importantly is how an educator delivers pedagogy and how it is individualized
for young children with exceptionalities. Staying current with proven methodologies and
using appropriate assistive technologies and assessments, benefit both the child and
educator. There have been misconceptions that parents/caregivers sometimes have
regarding the benefits of early exposure and reading to young children with
exceptionalities. Early exposure is beneficial and can build language, play, and social skills.
There are many different disabilities to understand and work with. It is important to be
prepared with as many interventions/modifications to implement and make adjustments to
the curriculum, to be sure children are learning at their own pace and ability.
Understanding which methods to apply can be a trial and error process and what works for
some children, may not work with others. Appropriate assessments, assistive technologies,
and individualized pedagogy helps educators better meet the needs of diverse learners.

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STRATEGIES FOR TEACHING LANGUAGE ARTS TO YOUNG CHILDREN WITH EXCEPTIONALITIES
There are different methods, assistive devices, and assessments available to implement
into pedagogy when teaching children with exceptionalities language arts. Some of the
exceptionalities discussed in this paper may include autism spectrum disorder (ASD),
intellectual disabilities (ID), seizure disorder (SD), low vision or blindness, hearing loss or
deafness, and attention deficit hyperactivity disorder (ADHD).
Lowry (2012) says that children with ASD don’t always develop literacy skills in the same
order or along the same timeline as other children. Some children with ASD may be able to
identify and sound out letters and read words easily, but struggle with why people read and
write, and comprehension. Children with ASD often have a hard time making eye contact
and sharing their thoughts with words or gestures. It is best to begin by reading books for
short periods of time, and pointing and naming things as you go. To help develop language
read the same story again and again, find books that have repetitive phrases, and talk about
the pictures and text. Books that have buttons that the child can press and make sounds are
also encouraged (Lowry, 2010).
There are four common misconceptions regarding autism and early literacy. The
following are the misconceptions and methods to use to promote early literacy (Lowry,
2012).