This study was to investigate special education teachers' teaching in reading and writing to university students with intellectual disabilities. For this study, we surveyed 71special education teachers who work in Gwangju, Daegu and Busan. As a result, in order to identify students' reading and writing abilities, they were more likely to use their own tests which they made for themselves than standardized tests. When teaching students, they used their own teaching experiences and advices from colleagues and senior teachers Received (December 3, 2015), Review Result (December 17, 2015) Accepted (December 24, 2015), Published (April 30, 2016) 506-706 Graduate student, Nambu Univ., 23 Chumdan Jungang-ro, Gwangsan-gu, Gwangju, Republic of Korea email: ejmiracle@hanmail.net 506-706 Dept. Elementary Special Education, Nambu Univ., 23 Chumdan Jungang-ro, Gwangsan-gu, Gwangju, Republic of Korea email: psoongil@nambu.ac.kr 3(Corresponding Author) 516-911 Doctor's Course, Dept. Special Education, Nambu Univ., 23 Chumdan Jungang-ro, Gwangsan-gu, Gwangju, Korea email: rc7440@hanmail.net * 이 연구는 2013년도 정부재원(교육부 SSK사업-인문사회연구역량강화사업비)으로 한국연구재단의 지원을 받아 연구되었음 (NRF-2013S1A3A2054928). An Analysis on Reading and Writing Teaching Practices and Needs of Elementary Special Education Teachers Copyright c 2016 HSST 170 regarding problem-solving methods and reliable information while the knowledge they learned at school showed low frequency in use. Despite using mainly whole-word approach when instructing reading and writing, it appeared that teachers' teaching experiences and diversity of textbooks also have an influence. Regarding needs of education participation for teaching students, there were high needs and interests in teaching methods of writing, textbooks and teaching materials by the characteristics of disability, reading and writing development, reading and writing disabilities. In case of difficulties and needs in teaching students, there was a high demand of development of a wide variety of teaching materials and tools and, preparation for sufficient textbooks and test tools, while difficulties in teaching appeared in lack of knowledge about reading and writing, lack of screening/evaluating tools, and evaluating and teaching oriented to each disability characteristic.