Teachers’ reference to the individualized education program for reading instruction: Effects of student and teacher factors

Nasr, Mohamed

Permalink

https://hdl.handle.net/2142/124474 Copy

Description

Title

Teachers’ reference to the individualized education program for reading instruction: Effects of student and teacher factors

Author(s)

Nasr, Mohamed

Issue Date

2024-04-15

Director of Research (if dissertation) or Advisor (if thesis)

Ray, Amber

Doctoral Committee Chair(s)

Shriner, James

Committee Member(s)

• Willis, Arlette
• Zarate, Kary

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• IEP Implementation
• Reading Instruction
• IEP Reading Goals
• Students and Teachers Factors

Abstract

This study investigates special education teachers' frequency of referencing the Individualized Education Program (IEP) for reading instruction and their choice of reading strategies. It considers the effects of student characteristics, teacher experience, educational background, and the number of licenses and certifications, as well as classroom settings among K-8 students with disabilities in Illinois. An online survey yielded 591 responses from special education teachers, out of which 371 were valid. The analysis of these valid responses revealed the likelihood that teachers frequently refer to IEPs, particularly for students with low-incidence disabilities and those in the early grades. There is a probability that educators employ a blend of synthetic phonics and whole-language approaches. It is also likely that the Picture Integration Fading Technique is predominantly used for students with high-incidence disabilities. Furthermore, there is a likelihood that reading comprehension strategies such as K-W-L Charts and SQ3R are commonly utilized. Classroom environments play a distinct role in strategy selection: In inclusive classrooms, strategies such as Peer-Assisted Learning are favored; conversely, special education teachers in self-contained classes are likely to utilize strategies such as Video-Assisted Vocabulary Instruction. Teachers' experience and academic qualifications significantly influence strategy choice, but the number of licenses or certifications does not. This study underscores the complex dynamics of IEP references, strategy selection based on disability category and students' grades, and the influence of experience and education on special education teachers' strategy choice. For practical application, there is a call for tailored resources for early-grade teachers, particularly students with low-incidence disabilities, and an emphasis on continuous teachers' professional development in phonological awareness and phonics.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Mohamed Nasr

Owning Collections