Enhancing Reading Comprehension in Students with Disabilities Through Differentiated Instruction

Abstract

My project is a self-study designed to assist me in my thinking and understanding as a Special Education teacher, with the aim for me to become a better educator and share my findings with other teachers and educators on how to effectively differentiate reading comprehension instruction for students with disabilities, in particular those with Autism Spectrum Disorder (ASD). Research for my study was conducted in a Special Education setting, using five different instructional strategies to promote reading comprehension in students with disabilities, primarily students with ASD. I collected data using a daily questionnaire, a reflection journal, and observations over a six week period. Through the use of these data sources, three themes were found: Planning, Instruction, and Assessment. Within in these three themes, four patterns were formed: prompting, scaffolding, explicit instruction, and repetition. The results of my study demonstrate the importance of planning, self-reflection, and self-evaluation on the behalf of the teacher in order to differentiate reading comprehension instruction to support the needs of students with disabilities.