What teachers know about teaching reading to students with developmental disabilities: A survey of special educators

Abstract

Despite the fact that there is a growing body of knowledge about how to effectively teach reading to students with intellectual and developmental disabilities (IDD), little is known about how teachers of these students are being trained in early literacy skills and implementing these practices in the classroom. As knowledge of the capacity of these student's ability to read grows, we need to know whether teachers' beliefs about their potential reading ability are changing as well. Teacher members of the Division on Autism and Developmental Disabilities, a subdivision of Council for Exceptional Children, were sent a survey that asked questions regarding training, instruction practices, and beliefs around literacy instruction. Results indicated teachers are receiving training in literacy instruction that is not always consistent with what they are implementing in the classroom. Additional results, implications, and recommendations are provided.