Literacy Instruction for Students with Significant Disabilities

Abstract

This research project explores literacy instruction for students with significant disabilities. Three themes were identified in the literature: how the perceptions of educators influence literacy instruction for students with significant disabilities, the role literacy plays in inclusion within school and community settings, and the importance of multi-component literacy interventions The paper then goes on to examine how practices in a large public school district in the Pacific Northwest align with research and finally explores implications for future research and transformed practice.