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| About the Author | |
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| Acknowledgments | |
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| Introduction | |
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| "Dancing to Books": Local Understanding and Literate Participation in Early Childhood | |
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| Implementing Local Understanding | |
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| Encouraging Literate Participation | |
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| The Genesis of Local Understanding | |
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| "It's About Making Sense": Citizenship in the Inclusive Early Childhood Literate Community | |
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| Young Children's Expression on a Continuum | |
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| Established Constructions of Literacy | |
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| Perceptions of Literacy for Young Children with Significant Developmental Disabilities | |
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| "We Going a Space": Cardboard Boxes, Rockets, and the Child's Literate Construction of Meaning | |
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| Children's Literate Citizenship Formed from the Triadic Literate Profile | |
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| Interrelationship of the Constructs of the Young Child's Literate Profile | |
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| The Bethel Rocket | |
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| "Just Shooting for the Stars" and Other Concluding Thoughts | |
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| "I See All My Kids as Readers!": Symbolic Presence, Narrative Construction, and Literacy Signs | |
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| The Child's Symbolic Presence | |
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| The Child's Construction of Narrative | |
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| The Child's Construction of Visual, Orthographic, and Tactile Sign Systems | |
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| The Tenuous Relationship Between the Child and Literate Citizenship | |
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| "And I Looked in Those Eyes": Fostering the Literate Citizenship of Young Children with Significant Developmental Disabilities | |
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| The Struggle for Literate Acceptance | |
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| Realizing a Literate Voice | |
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| Currents of Literate Citizenship | |
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| The Basic Skills-Phonics Model and Young Children with Significant Developmental Disabilities | |
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| "His Only Limitations Were How I Imagined He Could Do Things": Concluding Thoughts on the Literate Citizenship of Young Children with Significant Developmental Disabilities | |
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| Inclusive Education and Local Understanding: The True Basics of Literate Citizenship | |
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| The Enriched Community: Inclusion and Literacy | |
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| Literacy as a Civil Right | |
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| References | |
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| Index | |