Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented.

现有研究已记录了基于证据的实践，可有效地支持具有复杂支持需求（CSN）的学生学习学术技能。但是，有必要在通识教育课堂上的识字课上学习更多有关CSN学生的有效教学策略。此外，有必要了解通识教育教师对这些策略的观点，包括他们如何学习它们的观点。这项研究的目的是了解（a）有CSN的学生在通识教育课堂中参与扫盲教学和活动的程度，（b）教育者在这些活动中提供的支持，以及（c）教育者如何学习这些策略他们在教室里使用。我们观察了9名有CSN的学生，并与他们的课堂老师进行了后续访谈。总体而言，学生参加了学术活动以进行大部分观察，并且这些活动涉及多种不同的识字技能。教育工作者使用基于研究的教学实践来支持学生，包括提示和视觉支持。在后续采访中，通识教育老师描述了他们用来支持CSN学生的策略，并描述了他们如何学习这些策略。提出了对未来研究和实践的启示。教育工作者使用基于研究的教学实践来支持学生，包括提示和视觉支持。在后续采访中，通识教育老师描述了他们用来支持CSN学生的策略，并描述了他们如何学习这些策略。提出了对未来研究和实践的启示。教育工作者使用基于研究的教学实践来支持学生，包括提示和视觉支持。在后续采访中，通识教育老师描述了他们用来支持CSN学生的策略，并描述了他们如何学习这些策略。提出了对未来研究和实践的启示。