Modeling Growth and Placement Effects on Literacy Learning for Elementary-Aged Learners with Intellectual and Developmental Disabilities

Abstract

Little is known about the development of literacy and language skills within naturally occurring classroom contexts for students with IDD. This study conducted a quantitative analysis of growth in six key areas of literacy and language for students with IDD in grades 1-5. Multilevel linear modeling was used to evaluate mean trajectories and the predictive effects of grade level and inclusive educational placements on estimated growth. Data provided through teacher surveys was used to provide preliminary descriptions of literacy instruction for students with IDD across contexts. Results identified significant effects for both grade level membership and inclusive educational placements on student achievement in all literacy and language variables of interest. This analysis further examined the relationships between the focus of teacher instruction, educational placements, and student outcomes in literacy for young learners with IDD.