The No Child Left Behind Act of 2001 (NCLB) (P.L. 107-110) emphasizes the development of literacy. School personnel are required to demonstrate that all students are reading at or above grade level by the end of the 3rd grade, and that they continue to make adequate yearly progress in following years.
NCLB supports reading instruction based upon "Scientifically-Based Research." The problem for administrators, educators, and families who work or live with students who are deaf, hard of hearing, blind, visually impaired, deafblind, or who have significant support needs is the paucity of "Scientifically-Based Literacy Research" available to establish research-based methods of instruction. Unlike the other areas of special education, often referred to as high-incidence disabilities (e.g., learning disabilities, emotional and behavior disorders, mental retardation) or general education, the area of low-incidence disabilities does not have a large body of empirically-based, experimental research from which to draw to establish research-based methods for ensuring that every child becomes a literate adult.
The purpose of this project is to improve the literacy educational outcomes for students who are deaf or hard of hearing, blind or visually impaired, deafblind, or who have significant support needs. To do so NCSSD will complete, (a) an exhaustive review of the literature, (b) a meta-analysis of literacy research for each area, and (c) an implications for practice report that will be disseminated to administrators and educators via the Colorado Department of Education (CDE) and the National Center on Severe and Sensory Disabilities (NCSSD) websites. In addition, it will also be used for training pre-service as well as staff development for professionals in the special education field.
To learn more about this project, contact John Luckner at email@example.com
Literacy Research in Deaf Education
The full article can also be reviewed at:
- Luckner, J. L., Sebald, A. M., Cooney, J., Young, J., & Muir, S. (2005/2006). An examination of the evidence-based literacy research in deaf education. American Annals of the Deaf, 150(5), 443-456.
Literacy Research in Severe disabilities
The citation for this report is:
- Jackson, L. B. (2006, July). Reading instruction and related areas with students who have mental retardation and/or multiple disabilities. Nashville, Tennessee: Paper delivered at the 4th Annual Australian Conference on Cognition, Language, and Special Education, sponsored by Griffith University (Brisbane, Australia) and hosted by Vanderbilt University, Peabody College of Education.
Literacy Research in Visual Disabilities
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