Enhancing learning outcomes of students with reading disabilities in inclusive classrooms

Abstract

This paper described potential areas of reading difficulties among students with reading disabilities in inclusive classrooms as well as three effective instructional strategies that teachers can adopt to improve the learning outcomes of their students in inclusive classrooms namely, differentiated, explicit and scaffolded instructional strategies. Differentiated instruction, allows teachers to modify content, process, and product based on variations in students' readiness, interests, and learning profiles. This strategy is useful in inclusive classrooms because it affords students the best possible learning opportunities to excel in their academics. In the case of explicit instruction, students with reading disabilities make much progress in their academics (reading, mathematics, spelling, language, written expression, Science and thinking skills) when they receive explicit, strategic teaching that enables teachers to show students what to do, why, how and when. Scaffolded instruction involves teachers providing intense support to students through modeling, guided practice, memory prompts, strategy instruction; use of graphic organizers and gradually reducing the support as students become independent learners. Given this background, it was recommended that general and special education teachers should not only differentiate instruction to meet the needs of students with reading disabilities in their classrooms but also present instruction in an explicit and scaffolded manner for improved learning outcomes.