A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability

Abstract

Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers who participated in literacy research using secondary data analysis of instructional videos from 2004 to 2010. Results from the study suggest that teachers in 2004 focused on fewer components of reading that did not include phonemic awareness or phonics than teachers in 2010. Other changes in instruction included use of systematic instruction, grade-appropriate materials, and structure of literacy lessons.

NOTE

Notes

1. Throughout this manuscript we refer to students with moderate and severe ID in a generic sense to include all students with IQ estimates less than 55. This may include students labeled as profound ID or co-classified with autism or other disabilities.