A descriptive study on reading instruction provided to students with intellectual disability who use augmentative and alternative communication.

Abstract

Literacy is crucial for participating in education and society. However, most persons with intellectual disability (ID) who use augmentative and alternative communication (AAC) enter adulthood without functional literacy skills. Teaching practices may contribute to explain this phenomenon. Reading instruction for these students has scarcely been investigated. It is crucial to learn more about this issue. A qualitative descriptive study was conducted with 29 teachers working with 35 students with ID who use AAC. Sixty reading lessons were observed, and 28 semi-structured interviews were conducted with the teachers. Approximately half of the students received phonics instruction and phonological awareness training during reading lessons. Listening comprehension and vocabulary instruction were rarely provided. Fewer than a quarter of the students were given nonspoken ways to actively participate in reading instruction. The study's findings underscore the urgent need for in-service training and the development of evidence-based teaching materials to support teachers optimize reading instruction for students with ID who use AAC.