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ERIC Number: EJ962146
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1540-7969
Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication
Ruppar, Andrea L.; Dymond, Stacy K.; Gaffney, Janet S.
Research and Practice for Persons with Severe Disabilities (RPSD), v36 n3-4 p100-111 2011
The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the Illinois Alternate Assessment were surveyed, and results were analyzed using descriptive and inferential statistics. Results indicate that teachers prefer to provide life-skills-linked literacy instruction in special education classrooms and consider student characteristics and features of the general education curriculum when making these decisions. Also, the setting had a significant effect on teachers' rankings of preferred literacy skills to teach. Teachers may not understand how to adapt literacy content or how access to literacy instruction in a variety of contexts may benefit their students with severe disabilities. (Contains 8 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois