Design of a literacy program for children with intellectual disabilities
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Abstract
Literacy of children with intellectual disabilities constitutes a problem of certain social urgency. The low levels of literacy of this group deteriorate their school and social adaptation, as well as their long-term quality of life. Furthermore, some evidence indicates that many of these children have received educational programs that do not involve research-informed reading instruction. In this way, the literacy of these students has, on many occasions, renounced methods that would explicitly teach the relationships between graphemes and phonemes, include phonemic awareness and allow practice in decoding tasks. On the contrary, educational programs have been used that taught children the words globally, as logograms, and that did not allow children to decode the words not taught on their own. With the aim of addressing this problem, the design of PANDA (Literacy Program for Children with Learning Difficulties) is presented. Firstly, the instructional and technical principles that guide the design and application of the program are shown and are born from quality empirical studies that have addressed literacy for this group. Subsequently, some specific procedures designed for the implementation of the program are described, as well as a series of general and specific adaptations that have attempted to adapt it to children with linguistic and cognitive deficits. Finally, the phases of the program are summarized, describing the itinerary that has been followed for its application.
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