A Survey of Special Educators Regarding their Instructional Literacy Practices for Students with Intellectual and Developmental Disabilities
This presentations covers how a national survey was created for secondary special education teachers and their understanding of literacy for students with intellectual a developmental disabilities.
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- [00:00:00.930]Hello. My name is Isabel
Olin, and I am a senior child,
- [00:00:04.080]youth and family studies
major from Omaha, Nebraska.
- [00:00:07.820]I am Anna stupas and I am
a junior communication,
- [00:00:11.270]sciences and disorders major
from Fargo, North Dakota.
- [00:00:15.710]We are here to talk about our research
on serving the literacy instructional
- [00:00:20.150]practices of students with intellectual
and developmental disabilities.
- [00:00:24.260]Also known as IDD.
- [00:00:26.300]Intellectual disability is defined as
having significant limitations in both
- [00:00:31.190]intellectual functioning
and adaptive behavior.
- [00:00:34.370]This includes individuals
with down syndrome and those
who have autism spectrum
- [00:00:38.600]disorder. As of right now,
- [00:00:40.880]very little is known about
the instructional procedures
used to teach students
- [00:00:44.990]with IDD more specifically, as it
pertains to literacy instruction.
- [00:00:50.300]It is important to note that students
with IDD can learn to read and write.
- [00:00:54.680]However, they may struggle to develop
these skills without literacy.
- [00:00:58.910]They may encounter difficulties in
academic, vocational and social settings.
- [00:01:04.070]Additionally, this may hinder their
ability to form independent living skills.
- [00:01:09.200]As researchers,
- [00:01:10.220]we designed a survey that will allow us
to collect data about the instructional
- [00:01:14.600]practices used to teach reading and
writing skills to students with IDD.
- [00:01:20.150]we are interested in how literacy
is valued relative to other academic
- [00:01:24.380]vocational and social skills.
- [00:01:27.740]The purpose of our study is to determine
how important educators believe
- [00:01:32.750]reading and writing skills are.
- [00:01:34.760]And if they believe these skills
are malleable for students with IDD,
- [00:01:40.100]we identified our
research questions as what
- [00:01:44.510]instructional practices do special
educators use when teaching literacy
- [00:01:49.160]skills to students with IDD,
- [00:01:52.160]how important do special educators
believe reading and writing skills are for
- [00:01:56.810]students with IDD relative to other
academic and independent living
- [00:02:01.520]skills. Lastly,
- [00:02:03.740]how malleable do special educators believe
that reading and writing skills are
- [00:02:08.750]for students with IDD.
- [00:02:11.360]In preparation for writing
the survey questions?
- [00:02:14.180]Our first step was to create an annotated
bibliography of prior research that
- [00:02:19.160]would assist us in narrowing the scope
of our study. Using this information.
- [00:02:23.960]We began drafting potential questions
for the survey to recruit our
- [00:02:29.300]We contacted the president of each state
department of education to see if they
- [00:02:33.950]would be willing to send our
survey out to their listserv.
- [00:02:37.520]Prior to the official
launch of our survey,
- [00:02:40.310]we conducted a series of pilot
feedback rounds to ensure that our
- [00:02:44.840]questions were logical and pertain
to the overall goal of the study.
- [00:02:50.390]For this study,
- [00:02:51.350]we use only one data
collection instrument to gather
- [00:02:55.550]information, which was our
national survey vehicle Qualtrics.
- [00:03:00.940]After the initial consent question,
- [00:03:03.070]a series of screening
questions will be followed.
- [00:03:06.850]These include if the participant is a
second day special educator working in the
- [00:03:11.740]United States, the type
of official licensure,
- [00:03:15.340]they have their work setting and
the students whom they teach.
- [00:03:20.740]If the participant does not
meet these requirements,
- [00:03:23.920]the survey will automatically
end participants who meet the
- [00:03:28.360]requirements will be directed to
the body of the survey participants
- [00:03:33.370]who successfully complete the survey will
be given the option to be entered into
- [00:03:37.840]a drawing for $25 Amazon gift card.
- [00:03:41.940]Our survey has recently been sent
out for responses to be collected.
- [00:03:47.730]we are waiting for a substantial amount
of data before going forward with
- [00:03:52.110]analyzing and drawing conclusions.
- [00:03:54.540]The next step we plan to take within
this research project is to continue
- [00:03:58.740]sending the survey to organizations
outside of the state departments of
- [00:04:03.870]This will increase the variety of people
we reach and the results we obtained
- [00:04:08.490]from here.
- [00:04:09.300]We will analyze the data and compare
means frequencies and Stan standard
- [00:04:16.110]Based on research question, number one,
- [00:04:18.780]we hypothesize that special education
teachers will use a variety of
- [00:04:23.640]instructional practices to reach
reading and writing to students with
- [00:04:29.400]but they will be limited in their
reported use of evidence-based
- [00:04:34.140]practices due to the posity
of research in this area
- [00:04:39.150]for research question number two,
- [00:04:41.430]we assume that there will be a
divide between teachers about the
- [00:04:45.810]importance of reading and writing.
- [00:04:48.210]Some will report vocational slash daily
living skills to be more important than
- [00:04:52.830]literacy skills. Lastly, based
on question number three,
- [00:04:57.390]we have publicized that teachers will
report that reading and writing abilities
- [00:05:02.430]are malleable in their students with IDD.
- [00:05:06.240]After all data's collected,
- [00:05:08.040]we plan to use the results to inform
educators and administrators about
- [00:05:12.990]the importance of literacy skills for
students who have intellectual and
- [00:05:16.560]developmental disabilities.
- [00:05:19.050]The information gathered will help both
researchers and educators to grow in
- [00:05:23.640]their understanding of
- [00:05:26.010]as well as provide opportunities for
researchers to identify where their
- [00:05:30.600]attention should be directed to whether
that be promoting evidence-based
- [00:05:35.040]strategies for advocating,
- [00:05:37.350]for allocating more instructional
time for literacy skills.
- [00:05:40.890]This will ultimately help in creating
effective interventions for students with
- [00:05:44.820]IDD. We plan to present our findings
at future national conferences,
- [00:05:49.560]as well as publish our
data in academic journals.
- [00:05:54.570]We thank you for watching our presentation
and we hope you have a great rest of
- [00:05:58.320]your day.
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