Special Education Teachers’ Readiness and Support Needs to Teach Reading in Secondary Classrooms

Abstract

Effective reading instruction is fundamental to the academic development of students with learning disabilities; however, many special education teachers report challenges in delivering structured and effective reading instruction, particularly at the secondary school level. While policy frameworks emphasise inclusive and high-quality literacy instruction, there remains a gap between these expectations and classroom practices. This study aims to explore special education teachers’ knowledge, readiness, and support needs in teaching reading within secondary school contexts. This study employed a qualitative case study design involving ten special education teachers in a secondary school setting. Data were collected through in-depth semi-structured interviews to capture teachers’ experiences, perceptions, and instructional practices related to reading instruction. The data were analysed using thematic analysis to identify key patterns and insights into teachers’ pedagogical knowledge, instructional readiness, and perceived constraints. The findings reveal that teachers initially demonstrated limited knowledge of structured reading instruction, particularly in phonics-based approaches, and expressed low confidence in teaching reading to students with learning disabilities. However, engagement in classroom practice and reflective processes contributed to gradual improvements in instructional readiness. Despite this, teachers consistently reported systemic challenges, including time constraints, heavy workload, and the absence of structured instructional support. The study also highlights a strong need for targeted professional development, structured teaching resources, and institutional support systems to enhance the quality and consistency of reading instruction. This study contributes to the literature by providing empirical insights into teacher capacity for reading instruction in secondary special education, an area that remains under-researched. The findings underscore the importance of aligning teacher training, instructional support, and policy implementation to bridge the gap between expectations and practice. Implications are discussed in relation to teacher professional development and the design of sustainable literacy interventions in special education contexts.