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Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special series in Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement. [ABSTRACT FROM AUTHOR]

This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 min allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 61.2% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (5.7%), and instruction in other areas (0.3%). Observed mathematics content included Numbers and Quantitative Reasoning, and Measurement. Mean ratings of student engagement and instructional quality across areas were medium and low-average, respectively. Although student engagement did not differ by who was leading instruction, instructional quality differed between teachers and paraeducators. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning. • Mathematics instruction for elementary students with IDD prioritizes numeracy and measurement. • Students use manipulatives, technology, and worksheets during instruction. • Almost 1/3 of allocated instructional time goes to behavior management and transitions. • Teachers identify lack of resources, time, and training as barriers to high-quality instruction. [ABSTRACT FROM AUTHOR]

Background: Growing evidence supports the efficacy of multicomponent, explicit, phonics-based reading instruction for students with intellectual and developmental disabilities (IDD). However, little is known about the implementation of such instruction.Aims: The purpose of this observation study was to describe the content and quality of reading instruction provided to kindergarten through third grade students with IDD in self-contained classrooms.Methods and Procedures: Researchers observed seven special education teachers and their seventeen students, examined teacher perspectives via survey and interview, and reviewed student Individualized Education Programs. Researchers coded 2,901 minutes of instruction for content, grouping, materials, instructional quality, engagement, and time spent reading connected text, using a tool adapted for the IDD population.Outcomes: Observed instructional content focused on phonics/word study, followed by vocabulary and comprehension, then other areas. Within the already small classes, instruction was generally delivered individually or in small groups. Instructional quality and engagement varied by activity.Conclusions and Implications: Study findings suggest a need for greater systematic investigation of content and methods pertaining to reading instruction for students with IDD, instructional quality and engagement, and connections to student outcomes. [ABSTRACT FROM AUTHOR]