Individualizing Literacy Instruction for Young Children with Moderate to Severe Disabilities

This qualitative study analyzes the meaning of curricular individualization as it related to literacy instruction for young children labeled moderately to severely mentally disabled. Findings from extensive participant observation and interviews involving 14 teachers, their colleagues, and students suggest that individualizing practices may stem from two disparate sources of understanding: institutional or local. Instructional opportunities made available to children stemming from either source are described. Implications of a shift to local understanding are discussed.