A Survey on Literacy Instruction for Students with Multiple Disabilities by ProQuest


The lack of literacy instruction for students with visual impairments and additional disabilities may be the result of teachers not feeling adequately prepared to provide literacy instruction to this unique population of students (Agran, Alper, & Wehmeyer, 2002; Cook, 2001; Downing, 1996; Dunst et al., 2001; McLetchie & MacFarland, 1995) and the beliefs of some teachers that these students benefit more from a functional curriculum than from literacy instruction (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006; Kliewer, 1998). Exploration of such factors as the role of collaboration, service delivery models, assistive technology, appropriate assessments, ways to accommodate physical challenges to accessing braille, and countless others could lead to identifying evidence-based practices.

More Info
To top