Balancing accessible teaching and knowledge acquisition: How teachers describe their reading instruction for students with intellectual disability.

Abstract

Learning to read can be challenging for students with intellectual disability, but studies on reading interventions for this population show that it is possible when utilising evidence-based instructional methods. This study investigated how teachers in Swedish compulsory schools for students with intellectual disability described the content of their reading instruction. An abductive thematic analysis of 13 teachers' logbooks revealed difficulties in balancing the required focus on knowledge acquisition while simultaneously making reading instruction accessible and motivating for students. These findings underscore the importance of guiding teachers in aligning individual adaptations, particularly those motivated by student interests, with evidence-based practices in reading instruction. This alignment is crucial to ensure that students receive instruction that engages them and effectively supports their reading development.