Challenges in Literacy Skills Development in Early Childhood Special Education in Inclusive Setting
DOI:
https://doi.org/10.69980/ajpr.v28i1.168Keywords:
Inclusive Education, Literacy Development, Special Education, Assistive Technology, Teacher TrainingAbstract
Developing literacy skills for children with disabilities in inclusive early childhood education settings presents significant challenges. While inclusive classrooms promote social integration, they require specialized instructional strategies to address diverse learning needs. This study examines key barriers to literacy development, including insufficient teacher training, limited access to assistive technologies, and inadequate instructional materials. Using a quantitative descriptive research design, data were collected from 200 special education teachers through a structured questionnaire. The findings indicate that despite teachers' qualifications, challenges such as large class sizes, inflexible curricula, and minimal parental involvement hinder effective literacy instruction. Statistical analysis reveals significant differences in teachers' perspectives based on demographic factors. The study emphasizes the need for professional development programs, curriculum modifications, and improved access to assistive technology. Strengthening parental involvement and policy support is crucial for fostering inclusive literacy development. These findings contribute to enhancing instructional practices, ensuring equitable education for children with disabilities.References
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