| Abstract: | In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitness and time intensity does not, however, change the content of what composes good literacy instruction. We take the position that general education should maintain primary responsibility for literacy education for all children, with special educators and reading specialists providing instructional support and, if necessary, additional instructional intensity and practice opportunities. Obstacles to providing quality literacy instruction are examined, and a school-based case study in which these obstacles have been largely overcome are presented. |
