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ERIC Number: EJ1066937
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
A Preliminary Study of the Literacy Experiences of Adolescents with Severe Disabilities
Ruppar, Andrea L.
Remedial and Special Education, v36 n4 p235-245 Jul-Aug 2015
Seventy-five literacy activities of eight middle and high school students with severe disabilities were analyzed in terms of the literacy content, materials used, student engagement, and contexts, including location and instructional arrangement. Coded observations, review of teaching materials, and follow-up teacher interviews and questionnaires revealed that students spent a disproportionate amount of time passively engaged in reading activities (i.e., listening without the opportunity to respond) in one-to-one instructional arrangements located in self-contained classes. Active engagement in written and spoken expressive communication was underemphasized. Worksheets and picture symbols were the most often-used materials. Activities rarely occurred in the natural setting for use of the literacy skill, or with the materials that would be used under natural circumstances. Findings are discussed in relationship to research-based practices.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D050066