Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA.
Educational Leadership, University of North Carolina at Charlotte, Charlotte, NC, USA.
J Intellect Disabil Res. 2021 Jan;65(1):86-98. doi: 10.1111/jir.12795. Epub 2020 Nov 2.
Parents offer a unique perspective as they may view literacy instruction through the lens of its direct impact on their child's daily life. Further, they are likely to provide insight into the interactions between the perceived effectiveness of instruction and their expectations for their child's success. The purposes of the current investigation were to explore perceptions of parents of children with intellectual disability (ID) related to their child's literacy instruction in schools and understand parental expectations for their child's literacy performance.
In the current investigation, we surveyed 211 parents of children with ID in one state within the USA to identify their perceptions related to their child's literacy outcomes and instruction. The survey instrument contained 25 items including 9 multiple-choice, 12 multiple-selection, 2 open-response and 2 rank order items.
Data indicated significant differences across grade bands related to the type of skills students engage in learning, the importance of specific literacy skills and the challenges or barriers for students to engage in literacy instruction. The overwhelming majority of parents reported their child learning to read as very important and believe there is a difference in life outcomes between children who can read written words and those who cannot. Parents of elementary school children report barriers of disruptive behaviour, the inability of children to remain seated and distractibility more so than parents of secondary students. Parents of high school students reported a lack of instructional time more often than parents of middle and elementary school.
While parents across grade bands reported the importance of literacy skills for students with ID and instruction in reading comprehension, listening comprehension and vocabulary, some differences were noted. Only half the parents reported an increased focus on literacy instruction, including on essential skills (e.g. decoding), in the earlier grades. Problem behaviour and motivation served as barriers to literacy for elementary students, and a lack of instructional time served as a barrier to writing for high school students.
父母提供了一个独特的视角，因为他们可能通过直接影响孩子日常生活的视角来看待读写教学。此外，他们可能会深入了解教学效果的感知与他们对孩子成功的期望之间的相互作用。本研究的目的是探讨智力障碍儿童（ID）的父母对其孩子在学校的读写教学的看法，并了解他们对孩子读写表现的期望。
在本研究中，我们对美国一个州的 211 名 ID 儿童的父母进行了调查，以确定他们对孩子读写成果和教学的看法。调查工具包含 25 个项目，包括 9 个多项选择题、12 个多项选择题、2 个开放式回答题和 2 个排序题。
数据表明，学生学习的技能类型、特定读写技能的重要性以及学生参与读写教学的挑战或障碍等方面，在不同年级段存在显著差异。绝大多数父母报告说，他们的孩子学习阅读非常重要，他们相信能够阅读书面文字的孩子和不能阅读的孩子在生活结果方面存在差异。小学儿童的父母报告的障碍主要是行为干扰、孩子无法保持坐姿和注意力不集中，而中学儿童的父母报告的障碍主要是缺乏教学时间。高中学生的父母比初中和小学学生的父母更频繁地报告缺乏教学时间。
尽管各年级段的父母都报告了 ID 学生读写技能和阅读理解、听力理解和词汇教学的重要性，但也存在一些差异。只有一半的父母报告说，在低年级阶段，读写教学，包括基本技能（如解码）的教学有所增加。行为问题和动机是小学生读写的障碍，而缺乏教学时间是高中生写作的障碍。
