The Social Practice of Reading and Writing Instruction in Schools for Intellectually Disabled Pupils

Reichenberg, Monica and Löfgren, Kent (2013) The Social Practice of Reading and Writing Instruction in Schools for Intellectually Disabled Pupils. Journal of Special Education and Rehabilitation, 14 (3-4). pp. 43-60. ISSN 1409-6099

[img] Archive
43-60 Reichenberg Lofgren.pdf - Published Version
Available under License Creative Commons Attribution.

Download (403kB)
Official URL: http://doi.org/10.2478/JSER-2013-001010.2478

Abstract

In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan.Therefore, 40 teachers from Northern Swedenwere sampled for the em­pi­rical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professio­nal competence in reading and writing literacy. The study suggests that literacy educa­tion did have an effect on teachers’ attitu­des towards their practice of docu­men­ting. However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further descrip­tion and explanation of the complexities of the present findings.

Item Type: Article
Subjects: L Education > LC Special aspects of education
Depositing User: Prof. Dr. Vladimir Trajkovski
Date Deposited: 09 Jun 2015 06:53
Last Modified: 09 Jun 2015 06:53
URI: http://eprints.jser.fon.edu.mk/id/eprint/52

Actions (login required)

View Item View Item