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