This study describes the impact of a literacy strategies course taught at a local public school that includes special education teacher candidates working with students with Emotional Behavioral Disorders (EBD) on literacy strategies that are taught in the classroom portion of the course. Within the framework of the course, participating students with EBD receive 45 minutes of small group literacy strategy instruction from special education teacher candidates each week as they implement the instructional strategies taught in the course. Under this collaborative framework, our teacher candidates benefit from implementing the strategies covered in the course in an authentic context with students with disabilities under the direction of a teacher in the field. In addition, the P-12 students benefit from needed individualized literacy strategy instruction. Resulting data relating to the impact of the participating students with EBD include growth on curriculum-based measures of reading comprehension. The results also show that EBD student participation in the reading strategies activities increased over time as relationships were formed with the teacher candidates. Data on the impact on teacher candidate growth include positive ratings on course evaluations on the school-based literacy strategies course when compared to sections of the same course taught on the college campus and the results of a questionnaire given to teacher candidates at the conclusion of the semester that show the positive impact of the course on their professional growth as well as their attitudes toward students with EBD.
Stephen Wills, Georgia College & State University, United States
Stream: Education & Difference: Gifted Education
This paper is part of the IICEHawaii2019 Conference Proceedings (View)
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