What Peers, Educators, and Principals Say: The Social Validity of Inclusive, Comprehensive Literacy Instruction
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Elizabeth B. Kozleski [1] ; Pam Hunt [2] ; Kathleen Mortier [2] ; Inna Stepaniuk [1] ; Danielle Fleming [3] ; Lakshmi Balasubramanian [2] ; Grace Leu [1] ; Vidya Munandar [1]
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[1] University of Kansas
University of Kansas
City of Lawrence, Estados Unidos
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[2] San Francisco State University
San Francisco State University
Estados Unidos
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[3] University of California System
University of California System
Estados Unidos
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- Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 87, Nº. 3, 2021, págs. 289-306
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views on educator collaboration from teachers.
