Literacy Instruction in General Education Settings: A Call to Action

Abstract

While legislation and research have promoted inclusive education and the importance of literacy instruction for students with extensive support needs, the majority of literacy instruction research continues to occur in separate self-contained special education settings. This article is a call to action to the educational research community to elicit research on literacy instruction strategies, including collaborative planning, teaching, and material preparation related to grade-level general education curriculum in general education school settings. Findings from current research on literacy instruction in separate special education and general education settings are presented. Suggestions for future research and action are discussed.

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

“…While there is evidence that this approach is effective for teaching academic content in general education settings (Hudson et al, 2013;McDonnell et al, 2006), it does not allow for the comprehensive researchbased approach to reading instruction provided by a literacy intervention like ELSB. By conducting efficacy trials for comprehensive literacy interventions in separate settings only, practitioners and policy makers may conclude that systematic and comprehensive literacy instruction for students with severe disabilities can be implemented only in settings outside general education classrooms (Hunt, 2019;Toews & Kurth, 2019).…”

Literacy Instruction for All Students Within General Education Settings

“…Teacher expectations and the resulting opportunities they provide students with extensive support needs to learn and practice literacy skills also appear critical in understanding the importance of context for literacy instruction. Toews and Kurth (2019) describe multiple studies that document this finding, including Ruppar, Fisher, Olson, and Orlando's (2018) startling finding that exposure to academic literacy for students with severe disabilities in general education classrooms was 10 times greater than for students in settings where students without disabilities were not present (e.g., self-contained classrooms).…”

“…If effective instructional practices, delivered in separate special education classrooms, work-if they result in students with extensive support needs acquiring important literacy skills-why does it matter where this instruction takes place? Toews and Kurth (2019) insist that the instructional setting does matter. They highlight federal education law and recent case law that mandate that all students participate in and make progress in meeting grade level standards.…”

“…Second, general and special teacher educators must respond by making changes to preservice and inservice teachers' preparation to equip them with the pedagogical skills, dispositions, and experiential learning opportunities to provide all students effective literacy instruction within general education classrooms. Toews and Kurth (2019) have challenged researchers and educational practitioners to take what has been learned about literacy instruction for students with extensive support needs and apply it within general education environments. This represents a much-needed step to maximize what we know about the importance of context in facilitating learning.…”

Implementing Comprehensive Early Literacy Instruction in General Education Classrooms: A Response to Toews and Kurth’s Call to Action

“…However, scheduling and staffing logistics and the teachers' concerns about "leaving their class behind" were challenges that focus group teachers and principals candidly discussed. They are also the realities that must be considered as the field responds to Toews and Kurth's (2019) call to action.…”