Students with emotional and behavioural disabilities have inequitable opportunities to develop reading skills

Abstract

Reading proficiency is essential to positive school and transition to adult life outcomes, as reading skills contribute to high school graduation, gainful employment, and the ability to enact the full range of rights and responsibilities associated with citizenship. This article discusses concerning trends in school-based reading instruction and intervention for students with emotional and behavioural disabilities. Trends discussed include student reading outcomes and access to effective reading instruction. Contextual factors that contribute to the provision of low-quality reading instruction are also discussed and include insufficient teacher preparation and training, the challenges associated with special educator workload and burnout, insufficient access to essential curricular and collegial resources, and ableist mindsets (e.g., the concept of ‘readiness to learn’). Recommendations for improving service delivery to this student population are also discussed.