Children with cerebral palsy in South Africa may face various challenges in their acquisition of literacy. In order to address these, an understanding of the nature of these challenges can be seen as the first step. Successful acquisition of literacy is not only determined by formal instruction. Studies have found that the development of literacy skills appear to be related to supportive home literacy environments and experiences. Specific aspects of home literacy experiences have been found to predict later literacy and language skills. The aim of this research is to describe the home literacy experiences of Zulu children with cerebral palsy aged four to six years and their peers without disabilities living in KwaZulu-Natal. Caregivers of 10 children with cerebral palsy and caregivers of 10 children without disabilities, matched for age and gender, were selected from various preschools and schools within KwaZulu-Natal to complete a questionnaire. The questionnaire was developed based on a previous study and is based on five domains of home literacy experiences which include: (1) the child’s literacy experiences and interest, (2) materials and caregiver activities for child literacy development, (3) shared storybook reading, (4) caregiver’s own literacy materials and activities, and, (5) caregiver’s expectations of their child’s literacy development. The results obtained indicated that, in general, the home literacy experiences of the two groups did not differ for most of the home literacy experience aspects. Both groups of caregivers engaged in literacy mediating activities with their children. There were similar trends in the frequency that the child and the caregivers in both groups engaged in literacy practices, which shows that both groups of children had literate role models to demonstrate literacy experiences. Both groups had relatively high expectations of their children’s literacy development. Statistically significant differences were found between the two groups regarding the reported level of active involved in some of the activities engaged in during shared storybook reading and in children’s interest in literacy activities. Children with cerebral palsy were reportedly less actively involved during certain shared storybook reading activities and less interested in literacy activities. The study highlights the nature of the home literacy experiences and some of the areas that need consideration in the literacy development of children with cerebral palsy. Suggestions for future research are provided. / Mini Dissertation (M(AAC))--University of Pretoria, 2017. / National Research Foundation (NRF) / Centre for Augmentative and Alternative Communication (CAAC) / M(AAC) / Unrestricted

The low literacy levels achieved by deaf children are of ongoing concern to educators and researchers alike. The present research considered emergent literacy as one aspect to consider in the acquisition of literacy skills in deaf children. The aim of this research was to describe the home-based literacy experiences of severely to profoundly deaf pre-schoolers as provided by their hearing parents. Parents of twenty-nine pre-school deaf children from schools for the deaf were selected to complete a questionnaire. The questionnaire was developed based on the four identified literacy contexts: the physical and functional context, the language context, the affective context and the educational context. The results obtained indicate that the deaf children in this survey are exposed to literacy-rich home environments where they are able to observe literate adult role models. Limitations in the quantity and quality of text-based interaction between the deaf pre-schoolers, their hearing parents and older siblings were identified. The results also indicated that the parents who participated in this research regarded the development of language and communication as more important than the early acquisition of literacy skills. The parents assigned the greatest responsibility in teaching literacy skills to teachers. This study highlights the sensitive nature of early literacy and language learning in young deaf children. Suggestions for further research are presented. / Dissertation (M(Augmentative and Alternative Communication))--University of Pretoria, 2005. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted