Changing Practice: Self-Study of My Use of Comprehensive Literacy Instruction for Teaching Students With Disabilities

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Differentiated Learning, Special Education, and Self-Study

Abstract

This self-study research examined my use of comprehensive literacy instruction (daily instruction in word study, comprehension, and writing) within a self-contained LD mild Special Education classroom. This innovative approach to my teaching in special education was examined through the analysis of lesson reflections, class schedules, and an autobiography of professional teaching experience. In addition, three case studies of student performance across a semester were analyzed to inform my understanding of my teaching on student learning (examining literacy tasks, assessment, and observations). Results revealed the importance of providing guidance to educators in developing student centered instruction, the complexity of negotiating the teacher role in providing effective student focused planning, implementation, and assessment, and the evolution of my understanding about student learning.

Authors

• Amanda Wasylik, University of Northern Iowa

• Deborah L. Tidwell, University of Northern Iowa