Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Abstract

Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000. The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to her classroom. The author also thanks all the school personnel and students who made this study possible as well as the Purdue University AAC Group for their feedback during the course of this project. The author especially thanks Erna Alant. University of Pretoria, South Africa for her guidance in the organization of key sections of this manuscript. © 2008 Wiley Periodicals, Inc.