Program
Education K-12 M.A.
Year Approved
2021
First Advisor
Silmser, Lisa
Abstract
The literacy instruction of students with developmental disabilities often looks different from the instruction of students without disabilities. In a world where knowing how to read is pivotal in order to function independently, it is crucial for all students to know how to read and receive the best literacy instruction provided by their classroom teacher. Special education teachers who have the opportunity to instruct this student population should have the most up-to-date research and evidence-based best practices to implement into their literacy lessons and classroom environment. As students with developmental disabilities only began attending mainstream schools with their general education peers in the last forty years, there is a lack of research in this area. This literature review will discuss why there is a lack of research and uncover what research is currently published; readers will develop an understanding of what evidence-based best practices exist and how to implement these strategies into their own classroom.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Rose, A. D. (2021). Literacy Instruction Best Practices for Students with Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/546