DeLuca, T., Boucher, A., & Holyfield, C. (2024). Accessible literacy for emerging communicators: A proposed model and case application with children on the autism spectrum. Perspectives of the ASHA Special Interest Groups Journal, 10, 236-248. https://doi.org/10.1044/2024_PERSP-24-00107
Background
Children with reduced ability to communicate verbally, or those who are emerging in their development of language expression via either speech or augmentative and alternative communication (AAC), are at risk for reduced outcomes in language and word reading (Light & McNaughton, 2020). Limited language and word reading (i.e., literacy) skills are associated with worse outcomes in academics, social emotional health, relationships, and vocations (Clegg et al., 2005; McNulty, 2003; Roman, 2004). All people have the right to appropriate instruction to gain language and word reading skills to improve the likelihood of positive life outcomes.
Universal Design for Learning (UDL)
UDL is a framework that can be used to guide decision making for learning environments and instruction (Rose & Meyer, 2002). UDL was developed to promote inclusive design decisions for the general education classroom and was influenced by the idea that variability in learning is expected and systematic (e.g., Fischer & Bidell, 2006; Plomin & Kovas, 2005).
Because emerging communicators are early in their literacy journey, this clinical focus article focuses on the access domain of UDL as a starting point to providing an increased number of meaningful literacy opportunities.
The accessible literacy for emerging communicators (ALEC) model leverages universal design for learning (UDL) principles to promote access to language and word reading for early emerging communicators. This framework may guide clinical practice to provide access to implicit and explicit language and word reading learning among emerging communicators.
Findings
By using the ALEC model that leverages UDL to promote access to literacy for emerging communicators, we were able to create literacy-infused activities that were at least as engaging as other activities the young children typically enjoyed based on specific clinical observations from the intervention sessions. All three children participated in three literacy activity sessions applying the model.
Clinical Implications
Ensuring access to literacy opportunities is a critical first step toward a long-term goal creating expert learners who internalize academic skills. Teachers and clinicians should continue to focus on immediate access to effective communication for emerging communicators while considering opportunities to provide meaningful access to literacy. Applying UDL principles to ensure access to literacy learning—specifically language comprehension and word recognition—for emerging communicators allows for immediate exposure to literacy without delaying opportunities while other linguistic skills emerge.
