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Note: Project originally pre-registered Oct 12, 2022. Withdrew and re-registered, on April 7, 2023, according to OSF protocol, due to error in original Contributor list (i.e., PI not included). See internet archive Iink: https://archive.org/details/osf-registrations-x5gjc-v1 Historically, students with intellectual and developmental disabilities (IDD) have had limited access to rigorous reading instruction. Past emphases have included whole-word reading, isolated skill practice, and functional reading skills (Browder et al., 2006). However, updated research provides evidence that students with IDD can benefit from rigorous reading instruction that is inclusive of a wider set of objectives (Browder et al., 2009). Translation of such research into practice may be influenced by teachers’ knowledge and perceptions of reading instruction for students with IDD, who may receive special education services under the categories of intellectual disability, autism, developmental delay, or multiple disabilities. Previous research indicates that teachers vary in their knowledge of reading development and instruction, in some cases with special education teachers demonstrating greater knowledge of these concepts than general education colleagues (see Bos et al., 2001). More recent research (Porter et al., 2021), suggests that reading specialists may be more knowledgeable on this topic than general education teachers, who are in turn more knowledgeable than special education teachers. Such findings are concerning, given that all educators need to be aware of reading development and instructional methods to meet the needs of students who require a range of supports. In conjunction with knowledge of reading, teacher perceptions of student abilities have been demonstrated to predict classroom instruction and student reading success (e.g., Bos et al., 2001; Piasta et al., 2009; Ruppar et al., 2015). Students with IDD tend to receive instruction from special education teachers and often paraprofessionals. Educators with higher knowledge of reading development and higher expectations for their students are more likely to use evidence-based instructional methods that ensure greater student growth. Such instructional decisions are sometimes decided by school or intermediate unit (IU) administrators. Therefore, it is important to collect data not only on what teachers know about reading instruction, but also what they believe students with IDD are capable of learning. The purpose of this study is to develop and validate an initial measure of teacher expectations for reading instruction for students with intellectual and developmental disabilities. There is no tool to date that measures teachers’ expectations for literacy instruction, taking into consideration the specific needs and characteristics of students with IDD. This measure will be called the Teacher Expectations in Literacy for Students with IDD (TELSIDD) scale. This initial measure will be validated using exploratory factor analysis methods. Following validation, we anticipate conducting future studies to further explore the validity and dimensionality of the measure, using confirmatory analyses. |
