Abstract
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The purpose of this study is to analyze how the current status is about the beginning literacy level of special class students in elementary schools, the purpose of teaching beginning literacy, teaching methods, used materials, and evaluation. A total of 170 questionnaires were sent to special class...

The purpose of this study is to analyze how the current status is about the beginning literacy level of special class students in elementary schools, the purpose of teaching beginning literacy, teaching methods, used materials, and evaluation. A total of 170 questionnaires were sent to special class teachers in elementary schools countrywide. 156 of them were brought back, which shows 91.17% of respondents. χ² test was carried in order to see whether there were any meaningful differences in personal variables. The findings of this study were was follows: First, 47.77% of students remained illiterate. 50.69% based on the level of being able to read letters combined consonants and vowels corresponded to the illiteracy level. 44.5% represented illiteracy by standards of writing their own names and familiar words. The rate of illiteracy in reading is similar to in writing. Second, the result collated the instruction realities of special class teachers was that the purpose of the beginning literacy instruction was to develop communication skills and adapt to the practical surroundings. The teachers were teaching beginning literacy for more than one hour in a week. They got information through websites or cafe in order to teach students. Most of the teachers were using a balanced language instruction approach. Because they usually used materials on sale or on websites rather than textbooks by the level of students. The evaluation of the beginning literacy level was done through performance assessment or written tests. Third, the improvement suggestions showed that teacher training is needed to know beginning literacy teaching methods according to student disability characteristics. There is a need to develop materials individalized in areas and levels of beginning literacy instruction in details. appropriate evaluation tools should be developed and education about disability characteristics assessment is needed. Key word: beginning literacy, reading and writing, elementary special class

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