A Survey of Special Educators Regarding their Instructional Literacy Practices for Students with Intellectual and Developmental Disabilities

Anna Suppes & Isabeau Tholen Author

04/02/2021 Added

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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.
[00:01:19.430]Furthermore,
[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
[00:02:28.490]participants.
[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.
[00:03:47.070]Therefore,
[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
[00:04:02.520]education.
[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
[00:04:13.680]deviations.
[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
[00:04:28.260]IDD,
[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 literacy instruction,
[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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A Survey of Special Educators Regarding their Instructional Literacy Practices for Students with Intellectual and Developmental Disabilities

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