All Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

• In Event: Inclusive Leadership Promoting Social Justice Praxis

Abstract

As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive reading interventions to improve reading performance. Reading First grants from the United Department of Education encourage schools to implement evidence based research and instructional practices in elementary schools. However, for many schools, implementation of Reading First efforts or other intensive data-driven reading initiatives, has not included students considered to have significant disabilities or has led to increased pull-out remediation services. Students with disabilities, already at risk of marginalization and segregation within their school communities are often excluded from rich, engaging reading instruction. Or, the provision of reading support has become or remained the responsibility of special education teachers rather than general educators or reading specialists. Further, in many schools that utilize intensive data driven reading instruction programs, students identified as having special education needs are relegated to reading groups comprised only of other students with disabilities.
This paper explores the implementation of Reading First in a school district with an historical and unconditional commitment to inclusive education. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. In addition, we highlight one school district that has successfully implemented and maintained an Inclusive Reading First program. All students in this district have been educated in general educated settings since the mid 1990s. Services and supports are provided collaboratively with reading and special education personnel. Using this school as an example, we discuss how schools can creatively utilize staff and scheduling to maximize push-in support and utilize data driven problem solving to provide meaningful guidance for reading instruction. Inclusive education does not have to be constructed as being in opposition to other reform efforts. Instead, schools such as this can be seen as models for how innovative practices can connect staff and encourage interdisciplinarity for the benefit of all students.

Author

• Christine Elaine Ashby, Syracuse University