John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
Students with intellectual and developmental disabilities (IDD), including autism and Down syndrome, are often overlooked in literacy instruction. A common misconception is that these students can only learn to read by recognizing common words by sight. However, researchers have found that a more comprehensive approach involving phonics, vocabulary, and reading comprehension can benefit them.
Chris Lemons, an associate professor at Stanford Graduate School of Education (GSE), expressed frustration with the belief that students with intellectual disabilities cannot read beyond a second-grade level. He stated, "In every study I’ve ever done, there are kids who blow us out of the water and master everything we teach them."
Lemons and GSE lecturer Lakshmi Balasubramanian shared strategies for teaching literacy to IDD learners at a professional learning seminar for K-12 educators organized by the GSE. These strategies may also help struggling readers without disabilities who need extra support.
Historically, literacy instruction for IDD students has focused on sight-word recognition. This method helps students function but limits their ability to read independently, which is linked to positive outcomes such as greater independence and employment.
Research supports an instructional approach based on the "science of reading," focusing on five key skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Many teachers doubt IDD students can learn these skills or are unsure how to adjust lessons for those needing more tailored support. Lemons co-authored a guide to help educators integrate components of the science of reading into instruction for IDD students.
He advises setting both long-term goals for post-secondary life and measurable short-term goals based on the student's current abilities. Research indicates explicit, systematic instruction is effective for all students, including those with IDD. Lemons explained this as "not letting students fail" by providing clear guidance and feedback.
Lemons recommends an "I do, we do, you do" approach where teachers demonstrate tasks before guiding students through them and then allowing independent completion.
The ADAPT framework helps tailor general education lessons to specific learning needs. It involves asking what is required of the student, determining needed skills, analyzing strengths and struggles, proposing adaptations if necessary, and testing adjustments' effectiveness.
Increasing access to general-ed curriculum content is crucial even if students cannot read independently. Lemons said it's important not to lose access to grade-level content while working on foundational skills.
He suggests involving family members and service providers like speech pathologists but cautions against intensive home instruction that could make reading unenjoyable.
Teachers can seek low-cost professional development opportunities through local universities or form professional learning communities within schools or districts.
Ultimately, Lemons emphasizes that IDD students can become independent readers: "For this population of learners," he said, "we can increase their reading skills beyond what we might ever imagine."
This story was originally published by the Stanford Graduate School of Education.
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