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Parent perceptions regarding literacy instruction for students with intellectual disability.
S Y Wakeman1, R Pennington1, B Cerrato1
1Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA.
Journal of Intellectual Disability Research : JIDR
|November 3, 2020
Summary
Parents of children with intellectual disability (ID) see literacy as crucial for life outcomes. Barriers to literacy instruction vary by age, with younger children facing behavioral challenges and older students lacking instructional time.
Area of Science:
- Education
- Special Education
- Developmental Psychology
Background:
- Parents offer a unique perspective on literacy instruction's impact on children with intellectual disability (ID).
- Parental insights are valuable for understanding the link between perceived instruction effectiveness and expectations for child success.
Purpose of the Study:
- To explore parents' perceptions of literacy instruction for their children with ID.
- To understand parental expectations regarding literacy performance in children with ID.
Main Methods:
- Surveyed 211 parents of children with ID in one US state.
- Utilized a 25-item survey including multiple-choice, multiple-selection, open-response, and rank-order questions.
Main Results:
- Significant differences found in literacy skills, importance, and barriers across grade bands.
- Most parents believe reading is very important and impacts life outcomes.
- Elementary parents cited behavioral issues; secondary parents cited lack of instructional time.
Conclusions:
- Parents across grade bands emphasize literacy skills like reading comprehension and vocabulary.
- Focus on foundational literacy skills like decoding is inconsistent across early grades.
- Barriers include problem behavior for younger students and lack of time for older students' writing.
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