Breakout Session

Building Early Literacy Through Assistive Technology

Brian Wojcik, Jeri Johnson
Breakout Session A
Tue, Jun 16, 2026 | 10:20 - 11:20am CDT

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 literacy skills including listening, speaking, print awareness, and beginning writing, form the foundation for lifelong learning. For young children with disabilities, assistive technology (AT) can open doors to participation and engagement in meaningful literacy experiences. This session will focus on practical ways to use AT to support early literacy development in inclusive early childhood settings.

Participants will explore how a range of tools can help children access stories, build vocabulary, and develop early reading and writing skills. Emphasis will be placed on embedding AT naturally into literacy routines such as circle time, shared reading, songs, and writing centers, ensuring that every child can actively participate alongside peers.

Through examples, demonstrations, and discussion, attendees will gain strategies for selecting and adapting AT to meet individual needs, while also collaborating with families and teams to promote consistent use across environments. Participants will leave with ideas and resources they can implement to make literacy experiences more engaging, accessible, and inclusive for all young learners.

Learning objectives

  1. Identify ways assistive technology can support early literacy skills such as listening, vocabulary, print awareness, and beginning writing in young children with disabilities.
  2. Describe examples of low-tech and high-tech tools that can be embedded into early literacy routines.
  3. How to work with families and early childhood teams to use assistive technology in helpful and consistent ways that support children's literacy and communication in different settings.
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