A Preliminary Study of the Literacy Experiences of Adolescents with Severe Disabilities

Autor/in	Ruppar, Andrea L.
Titel	A Preliminary Study of the Literacy Experiences of Adolescents with Severe Disabilities
Quelle	In: Remedial and Special Education, 36 (2015) 4, S.235-245 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514558095
Schlagwörter	Middle School Students; High School Students; Severe Disabilities; Literacy Education; Teaching Methods; Observation; Instructional Materials; Learner Engagement; Context Effect; Coding; Interviews; Secondary School Teachers; Middle School Teachers; Questionnaires; Active Learning; Self Contained Classrooms; Mental Retardation; Autism; Video Technology; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Codierung; Programmierung; Interviewing; Interviewtechnik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fragebogen; Aktives Lernen; Geistige Behinderung; Autismus; Grouping; Gruppenbildung
Abstract	Seventy-five literacy activities of eight middle and high school students with severe disabilities were analyzed in terms of the literacy content, materials used, student engagement, and contexts, including location and instructional arrangement. Coded observations, review of teaching materials, and follow-up teacher interviews and questionnaires revealed that students spent a disproportionate amount of time passively engaged in reading activities (i.e., listening without the opportunity to respond) in one-to-one instructional arrangements located in self-contained classes. Active engagement in written and spoken expressive communication was underemphasized. Worksheets and picture symbols were the most often-used materials. Activities rarely occurred in the natural setting for use of the literacy skill, or with the materials that would be used under natural circumstances. Findings are discussed in relationship to research-based practices. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01