Imagination and the Triadic Matrix of Early Literacy: From A Disability Studies Perspective Developed in Inclusive Early Childhood Programs

Christopher Kliewer
Special Education, University of Northern Iowa

Janet Sauer
University of Northern Iowa

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     Last modified: March 9, 2007
     Presentation date: 07/21/2007 11:55 AM in Coast Hotel Bayside Room
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Abstract
Imagination and the Triadic Matrix of Early Literacy: From A Disability Studies Perspective Developed in Inclusive Early Childhood Programs
In this paper we describe a theory of early literacy developed over six years of ethnographic research in inclusive preschool and kindergarten classrooms attended by children without disabilities and children with significant developmental disabilities. In our originating question we asked, “How are young children with presumed significant cognitive disabilities supported as full citizens of the early childhood literate community?” Our data, much of it filmed for presentation, suggests that imagination is at the root of a triadic matrix of early literacy composed of (a) children’s symbolic presence (meaning their motivated drive to construct symbolic meaning from the surrounding world), (b) children’s crafting of narrative/story structures through which meaning is made, and (c) children’s creation of graphic sign systems to give shape to narratives. We will describe how imagination on the part of the child and teacher is fundamental to each dimension of the literacy matrix. Children with significant developmental disabilities have often been excluded from literate opportunities beginning at the earliest of ages. We demonstrate teachers and children resisting cultural conventions to foster citizenship for all in the early childhood literate community.