Left behind in literacy: Teachers' perspectives of literacy instruction for 9th grade special education students.

摘要

This qualitative study explored high school teachers' instructional strategies for improving literacy across the content areas for ninth grade students with learning disabilities. This study demonstrated the importance of teachers having research-based literacy strategies targeting students with learning disabilities, and literacy programs to improve teaching and learning for literacy in high school content classes for students with learning disabilities. Five emergent themes evolved in the study were inclusive literacy learning, diverse integrated curriculum, multimodal literacy practices, assessing student performance standards, and ninth grade transition support for students with disabilities. Findings of the study revealed instructional strategies teachers used were varied and lacked systemic and consistent implementation.