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Quantifying Emergent Literacy Learning Opportunities Extended to Students with Intellectual and Developmental Disabilities and Complex Communication Needs in Special Education.

Sofia. Benson-Goldberg ProQuest Information and Learning Co.; The University of North Carolina at Chapel Hill. Speech and Hearing Sciences. 2021

Dissertations Abstracts International 82-12B.

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  • 題名:
    Quantifying Emergent Literacy Learning Opportunities Extended to Students with Intellectual and Developmental Disabilities and Complex Communication Needs in Special Education.
  • 著者: Sofia. Benson-Goldberg
  • ProQuest Information and Learning Co.; The University of North Carolina at Chapel Hill. Speech and Hearing Sciences.
  • 主題: Special education; Communication; Education; Disability studies; Health sciences; Augmentative and Alternative Communication; Complex communication; Emergent literacy; Opportunity to learn; Severe disability; Students with disabilities; Electronic books
  • 所屬期刊: Dissertations Abstracts International 82-12B.
  • 描述: Literacy plays an especially important role in aided augmentative and alternative communication (AAC) because spelling and writing support precise communication. Fortunately, the importance of literacy is reflected in federal legislation that mandates that all students, regardless of ability, receive comprehensive literacy instruction. Unfortunately, little is known about the literacy learning opportunities provided to students with intellectual and developmental disabilities and complex communication needs (IDD/CCN). What is known results from descriptive, ethnographic investigations. These data provide a rich, contextualized understanding of learning for a restricted sample of students, but do little to quantify the literacy learning opportunities of students with IDD/CCN or characterize specific emergent literacy learning opportunities. The aim of the current study was to quantify and examine the emergent literacy learning opportunities provided to students with IDD/CCN in a sample of special education classes in the United States.A concurrent embedded mixed methods design was used. The primary study asked teachers of students IDD/CCN (n = 54) to quantify the emergent literacy learning opportunities they provide in their classrooms. The secondary study was a qualitative case-study that richly describes emergent literacy learning opportunities in the natural context of individual classrooms (n = 5). Survey results show that instruction is not comprehensive, but rather splintered, infrequent, and highly variable. The results suggest that students with IDD/CCN receive infrequent emergent literacy learning opportunities. Furthermore, the opportunities they do receive do little to support students with them in becoming conventional readers and writers.Encouragingly, both data sets suggest that special education teachers are providing more literacy instruction than the historical data suggested. However, the qualitative data show how vestiges of traditional special
  • 出版者: Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2021.
  • 建立日期: 2021
  • 格式: 1 online resource (144 pages)..
  • 語言: 英文
  • 識別號: ISBN9798516057052
  • 資源來源: NUTN ALEPH
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