Breakout Session

Building Early Literacy Through Assistive Technology

Brian Wojcik, Jeri Johnson

Session overview

Track:

Early Education

Audience level: 

Foundational

Intended audience:

Anyone who interacts directly with young children and/or their families, Anyone who works with young children in early childhood education, Anyone who works with young children in the juvenile court system, CASA volunteers, Child welfare professionals, Childcare providers, Early childhood educators, Early Head Start personnel, EDN providers, Educators, Family support workers, Foster care support workers, Foster parents, Head Start personnel, Home visitors, Medical providers, Parents/caregivers, School administrators, Service providers

Session materials: 

This session does not have any session materials currently.

Session Description

Early childhood is filled with meaningful routines—arrival, play, snacks, story time, transitions—that provide natural opportunities for learning, communication, and independence. This session will explore how assistive technology (AT) can be seamlessly integrated into daily routines to support the participation and development of young children with disabilities. Participants will learn practical strategies for using both low-tech and high-tech tools to promote access, communication, mobility, and engagement in inclusive environments. 

Through real-world examples and hands-on demonstrations, we will highlight how AT can empower children to actively take part in classroom activities, build social connections, and express themselves throughout the day. Emphasis will be placed on collaboration with families and early childhood teams to identify routines where AT can make the most impact, and to ensure consistent use across home, school, and community settings. 

Attendees will leave with ideas and strategies they can use to foster independence and inclusion for young children in their daily routines.

Learning objectives

  1. Identify opportunities within daily early childhood routines where assistive technology can support participation, communication, and independence for young children with disabilities.
  2. Describe strategies for embedding both low-tech and high-tech assistive technology tools into natural classroom and home activities.
  3. Apply collaborative approaches with families and early childhood teams to ensure consistent and meaningful use of assistive technology across environments.
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