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État de publication: Publiée (2022 )
Type de présentation: Conférence
Nom de la rencontre: 22nd European Conference on Literacy
Résumé: Researchers are increasingly interested in access to literacy for people with moderate to severe intellectual disabilities. What about students with complex communication needs. This subgroup is frequently absent in literacy research (Ahlgrim-Delzell et al., 2016, Mandak et al., 2018). However, this condition is common in people with intellectual disabilities. Therefore, it would be relevant for school stakeholders to have access to this research knowledge. That would give them access to proven practices (Ruppar et al., 2011). The objective of this research was to synthesize the critical analysis of research on literacy teaching practices for students with intellectual disabilities and complex communication needs. In total, we consulted 32 databases with keywords related to intellectual disability, complex communication needs, teaching practices, and literacy. We selected a dozen articles. The majority had participants with intellectual disabilities and complex communication needs. We have added a few scientific articles presenting practices adapted for students with complex communication needs. This poster discussed the results of these studies.
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