Publication Date

2010

Abstract

This chapter explores the implementation of multiliteracies pedagogy and practices within an inclusive pre-school program for children with diverse abilities in outer Sydney. The project occurred as part of a three-year national research project undertaken in early childhood centres in Australia. The implementation of a multiliteracies framework supported educators to observe children differently and to value and support the many forms of meaning making demonstrated by the children. Educators shared their observations with families and used the diverse forms of meaning making to inform the spontaneous interactions and planned experiences that enabled children with diverse abilities to engage with each other. Diversity of learning styles and processes became central to pedagogy for all children and was fundamental to building a community of learners. The links between literacy practices, such as Boardmaker, sign, ICT and popular culture and the increase in shared learning, by children with and without additional needs are explored through teacher and researcher journal reflections and observations.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

Share

COinS