Towards an Inclusive Model of Literacy for People who are Blind and who have Additional Learning Difficulties

Abstract

In this Paper we relate contemporary theories of literacy to the population of people who are blind and who have additional learning disabilities; we argue for a more inclusive model which is appropriate for considering the literacy behaviours within this population; and we propose that, rather than debating whether literacy is an appropriate goal for this population, educators need to consider how literacy is to be defined in relation to it.

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