Teaching reading to learners with intellectual developmental disorders : practices in the Foundation Phase

Abstract

This study aimed to investigate the reading instructional and intervention practices employed by Foundation Phase teachers in special schools in Gauteng in South Africa, to teach learners with Mild Intellectual Developmental Disorders (MIDD) to learn to read. Despite the prevalence of MIDD in special schools, there is a scarcity of research on effective reading instructional and intervention practices tailored to the unique needs of these learners. This mixed-methods study aimed to explore the current reading instructions and interventions used in the Foundation Phase in special schools, highlight their special features, identify factors influencing their use, and examine the extent to which they help learners to develop the foundational reading skills. A convergent parallel mixed methods design was utilised whose main objective was to investigate and gather both qualitative and quantitative data to understand the teaching and development of basic reading skills in Gauteng special schools through a mixed-methods study. Fifty-six Foundation Phase teachers from 34 MIDD special schools in Gauteng were investigated through a survey, interviews with 15 teachers and 10 principals, 15 observation sites and document analysis for 15 sites. The results revealed mixed views on the impact of teaching reading with many experienced teachers, indicating that it was difficult for most learners with MIDDs to read at grade level when they exit the Foundation Phase. Surprisingly, newly appointed teachers were positive about their teaching and how learners respond to instruction. Again, nearly all teachers were unhappy with their schools' reading programmes and reading resources for the Foundation Phase. This research provides valuable insights into the impact of instructional and intervention practices in special schools. It highlights the necessity of considering teacher development in reading and allocating appropriate resources for reading in special schools. The study contributes to reading advancement in the Foundation Phase for learners with mild intellectual developmental disorders. It encourages review of reading policy, classroom practices, and resources meant for reading in special schools in Gauteng. KEYWORDS: Special schools, learning to read, reading to learn, foundation phase, reading instructional and intervention practices, Mild Intellectual Developmental Disorders (MIDD)