| Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify media literacy skills that students with SLD are lacking. The theoretical framework of the study was constructivism. Qualitative data were collected through interviews and observations. The participants consisted of 6 teachers of high school students with SLD and 3 library media specialists which participated in the interviews. Only the library media specialists participated in the observations. Data were analyzed using content analysis and emerging themes, patterns, and findings were identified and interpreted. The findings indicate that students with SLD lack skills such as accessing, analyzing, evaluating, creating, and interacting with various forms of media. Students with SLD have special needs. The findings corresponds with the IDEA law indicating that strategies (Blogs, Digital Portfolios) and resources (iPads, Wii's, Playaways, CDs) should be included to assist these students. The implications for positive social change include the galvanization of the school district and community working together towards the proper coordination of available resources geared towards successful implementation strategies for students with SLD in a supportive learning environment. Administrators, principals, library media specialist, and teachers will become cognizant of the need of media literacy skills and technology along with strategies that can be utilized to help students with SLD in becoming media literate. |
