Methodology for the development of teaching-learning of reading in students with intellectual disabilities

Abstract

The research addresses the teaching of reading to people with intellectual disabilities, highlighting the importance of inclusive and adaptive educational methods. Barriers are identified in standardized methodologies and the lack of adapted resources, proposing personalized and accessible strategies. The research question posed was: How to design an alternative methodology for the teaching-learning process of reading in students with intellectual disabilities? The teaching-learning methodology based on social history is proposed, which uses everyday stories with simple language and sensory supports to facilitate understanding and practical application. This methodology proves to be a promising alternative to promote not only greater autonomy but also effective inclusion in the educational field. However, certain limitations are recognized, such as the need for adaptation in different contexts and the dependence on adequate resources and training for its successful implementation.