A Critical Literature Review Focusing on Access to Literacy Instruction for Adolescents With Significant Cognitive Disabilities

• In Event: Roundtable Session 60
  In Roundtable Session: Examining Literacy Issues and Practices in Special Education

Abstract

A review of the literature was conducted for empirical studies, policy and/or conceptual papers, and literature reviews published between 1975 and 2011 focusing on literacy instruction for adolescents with significant cognitive disabilities. A total of 80 articles were analyzed based on characteristics of the interventions, use of authentic texts, and major foci and emerging themes. Findings were viewed through the lens of critical literacy and compared to curricular trends for this population of students as well as shifts in educational policy since 1975. Results indicate that this population has traditionally received instruction primarily focusing on functional reading skills with a lack of exposure to authentic text or opportunities for meaningful literacy experiences.

Authors

• Carly A. Roberts, University of Wisconsin - Madison

• Melinda Leko, University of Wisconsin - Madison

• Kimber L. Wilkerson, University of Wisconsin