Abstract

In this intrinsic case study, we drew from critical disability theory, social semiotic theory of multimodality, and the embodied literacy perspective to investigate the literate behaviors of Tommy, a three-year-old boy diagnosed with Down syndrome, and how his preschool teachers created opportunities for his literacy engagement. Classroom observations took place four to five days per week for six weeks during “choice time.” Three themes emerged (each with subthemes) through constant-comparison analysis and open and axial coding: Teachers enabled Tommy to participate in an inclusive classroom environment, Tommy took action to engage in the literacy curriculum, and Tommy developed relationships and voice in the classroom community. Implications for preschool teachers and future research include the need for physical and social inclusion, interrogation of speech as the primary mode of communication, and the potential for other modalities in the preschool classroom.