Home Literacy Experiences of Preschool Children with Single and Multiple Disabilities

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Abstract
The purpose of the present study was to compare the home-based literacy experiences of children with single disabilities with those of children who have multiple disabilities. Written surveys were completed by the parent or primary guardian of 168 preschool children enrolled in early childhood special education programs. The completed surveys were sorted into two groups: one representing children with a single disability and one representing children with two or more disabilities. Respondents also provided information about the materials, activities, and interactions in the home that engaged their children with print, reading, writing, or drawing. Overall, less than half of the children in either group were read to daily or engaged in writing or drawing activities on a weekly basis. Fewer respondents for children with multiple disabilities reported sitting beside their child while reading, encouraging their child during attempts to write or draw, or exposing their child to a full range of printed materials in the home. In addition, the relative priorities given to learning to read and write and the expectations for potential reading and writing abilities were lower for the children with multiple disabilities. Implications for early childhood special education personnel are discussed relative to the promotion of literacy skills in children with multiple disabilities.

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