THE LEARNING OF LANGUAGE AND READING IN STUDENTS WITH INTELLECTUAL DISABILITY BASED IN A DIDACTIC PLANNING

Authors

Keywords:

Intellectual disability, reading skills, communication, educational planning

Abstract

The research aimed to know the development of language and the acquisition of reading skills  in students with intellectual disability, in two special education schools, and applying classroom planning. This research follows a qualitative research approach and  a case study. Therefore, the categories of analysis that were used are intellectual disability, language development, reading development and classroom planning. Matrices analysis were used to process the results obtained through the semi-structured interview that was applied to teachers and the classroom observation that was administered  to groups of students. The results highlight the importance of  teachers´ awareness  about the development of language and reading skills  in students  with intellectual disabilities,  in order to provide educational attention that responds to their characteristics, needs and interests.

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Author Biographies

  • María Raquel Oliva Vejar

    Licenciada en Ciencias de la Educación. Especialidad Educación Especial. Universidad Evangélica de El Salvador, San Salvador, El Salvador.

  • Kimberly Estefany Quadra Sánchez

    Licenciada en Ciencias de la Educación. Especialidad Educación Especial. Universidad Evangélica de El Salvador, San Salvador, El Salvador.

  • María Alejandra Rosales Morales

    Licenciada en Ciencias de la Educación. Especialidad Educación Especial. Universidad Evangélica de El Salvador, San Salvador, El Salvador.

Published

01-01-2020

How to Cite

THE LEARNING OF LANGUAGE AND READING IN STUDENTS WITH INTELLECTUAL DISABILITY BASED IN A DIDACTIC PLANNING. (2020). Varela Journal, 20(55), 58-72. https://revistavarela.uclv.edu.cu/index.php/rv/article/view/47